[tips] Using "Taking Sides"
Over the years, I've used the *Taking Sides *readers for various courses. I love the concept, like many of the articles, find some a little vague for their purported purpose, but overall, do appreciate the diversity of opinion offered for whatever course I'm teaching. My problem though, is that I don't feel I'm incorporating it within my course as well as I might be. Here are some things I've tried: 1. Having students do a discussion in a debate forum. That was generally a waste. They tended to take the topic and run with it with their *own *opinions on the topic. And of course, most read only the article they had to present. 2. Having students write brief summaries of specific topic forums. That turned out to be a lot of work for me, and I didn't feel they got full use of the book, as they probably read only what they were required to read for the paper they had to write. 3. Hoping the students will read the assigned articles so they can be discussed in class. Well, emphasis is on the word "hoping," for a guess about how well that worked. I'm going to try again this coming term in my Human Sexuality class, with Wm. Taverner's *Taking Sides: **Clashing Views on Controversial Issues in Human Sexuality.* My goal is to open students' minds a bit more on the topics I cover in Human Sexuality, and of course make it worth their while that they had to buy a second book for the course. Has anything worked for any of you? Or do any of you have any suggestions? Many thanks, Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Those lazy students
That was funny, but here's the real story from snopes.com: http://www.snopes.com/humor/iftrue/palisades.asp On Thu, Dec 24, 2009 at 3:13 PM, Serafin, John < john.sera...@email.stvincent.edu> wrote: > I will not at all vouch for the veracity of this, but here's something I > found rather humorous in the context of some recent discussions about lazy > students: > > http://www.youtube.com/watch?v=Pwghabw4N80 > > Happy holidays all--whatever those holidays might be. > > John > -- > John Serafin > Psychology Department > Saint Vincent College > Latrobe, PA 15650 > john.sera...@email.stvincent.edu > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Three psychologists walk into a bar...
Oops...the NYC Indian restaurant is called "Nirvana." Sorry! I got carried away with gastronomic and visual reveries. Beth On Wed, Dec 23, 2009 at 9:52 AM, Beth Benoit wrote: > Depending on their interests...my favorite place in New York is the > American Museum of Natural History. It's right on the edge of Central Park > and 79th Street. I just checked their website and they again have the live > butterflies in a conservatory, that were there when I was there last. Just > enchanting. They'll land right on your head and arms, and the staff check > you when you're ready to leave to make sure some don't accidentally leave > when you do! http://www.amnh.org/exhibitions/butterflies/?src=e_h > > Then, if they like Indian food, they can walk around the corner (well, a > few blocks and then around the corner) and go into what looks like a > surprisingly cheesy condominium, right on Central Park South (#30), take the > elevator to the top (15th) floor, and walk into the most amazing little > Indian restaurant with Indian decor. But the best is that it has a > breathtaking view of Central Park. Not to be missed!! Eating tikka masala > while looking over Central Park, and at The Dakotas (site of John Lennon's > murder) is our favorite New York experience. > > Hope they have a great time. > > Beth Benoit > > --- > > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Three psychologists walk into a bar...
Depending on their interests...my favorite place in New York is the American Museum of Natural History. It's right on the edge of Central Park and 79th Street. I just checked their website and they again have the live butterflies in a conservatory, that were there when I was there last. Just enchanting. They'll land right on your head and arms, and the staff check you when you're ready to leave to make sure some don't accidentally leave when you do! http://www.amnh.org/exhibitions/butterflies/?src=e_h Then, if they like Indian food, they can walk around the corner (well, a few blocks and then around the corner) and go into what looks like a surprisingly cheesy condominium, right on Central Park South (#30), take the elevator to the top (15th) floor, and walk into the most amazing little Indian restaurant with Indian decor. But the best is that it has a breathtaking view of Central Park. Not to be missed!! Eating tikka masala while looking over Central Park, and at The Dakotas (site of John Lennon's murder) is our favorite New York experience. Hope they have a great time. Beth Benoit --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Grade inflation: A comparison?
I've been wondering about the whole grade inflation idea, as have all of you, for years. In light of this, I'm curious how all of you grade, and thus if you might be *seen* to be guilty, based on the grades in your courses. We all know that some years you just seem to have a lot of bright, hard-working achievers, and some years you don't. Sodo you think it's acceptable, worthwhile and ethical for us to compare grades? I'll be the first to offer my gradebook, from the last several years and from three different colleges, but only if you all agree that it's something to consider and would be a worthwhile topic. Naturally, names of students shouldn't be used, nor should the names of the colleges. (I've actually taught at five different colleges in the last nine years and I could pull up grades from all of them. And I would not divulge which grades came from where. Perhaps, in the interest of anonymity, if you've only taught at one college and recoil at the thought of having your home base publicized, you could ask another member of TIPS to post your grades without your name. This is particularly important to consider knowing that TIPS is able to be viewed by anyone. While it might not be unethical to post grades that are known to come from just one school, it would be likely to be insensitive to the administration.) Also, if there is such a thing as grade inflation, it shouldn't matter whether you teach at a high school, a community college, a 4-year college, university, etc. Grade inflation *appears* to exist everywhere. So what think you, colleagues? If you think it's a good idea, let's do it. But if I've overlooked some slumbering dragon, then I'll let this idea die. Beth Benoit Granite State College (now) Plymouth State University (now) and three others I shall not name... --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] multicultural thoughts
And an article that might worthwhile sharing with our social psychology students when we cover outgroup homogeneity bias: http://www.boston.com/lifestyle/articles/2009/12/21/through_inuit_eyes/ Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] lazy American students
Wow. http://www.boston.com/bostonglobe/editorial_opinion/oped/articles/2009/12/21/my_lazy_american_students/?p1=Well_MostPop_Emailed1 Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] A student request - Any comments
No grandmothers who died a second time? Beth Benoit On Sat, Dec 19, 2009 at 6:27 PM, Jim Matiya wrote: > > Hi marty, > > It's the time of the semester... > > I had one case of kidney stones > An uncle who died > A sister who had open heart surgery > > > Jim Matiya > Florida Gulf Coast University > jmat...@fgcu.edu > > Contributor, for Karen Huffman's *Psychology in Action, *Video Guest > Lecturettes > > John Wiley and Sons. > > > > Using David Myers' texts for AP Psychology? Go to > > http://bcs.worthpublishers.com/cppsych/ > > High School Psychology and Advanced Psychology Graphic Organizers, > > Pacing Guides, and Daily Lesson Plans archived at > www.Teaching-Point.net<http://www.teaching-point.net/> > > > > > -- > From: mbour...@fgcu.edu > To: tips@acsun.frostburg.edu > Date: Sat, 19 Dec 2009 17:21:53 -0500 > Subject: RE: [tips] A student request - Any comments > > > > > > These rules are such common sense that I find it sad they felt the need to > state them. > > I turned my grades in as late as possible this semester just to put off > such emails from students. I've already had three requests to raise grades > for a variety of reasons. > -- > *From:* Beth Benoit [beth.ben...@gmail.com] > *Sent:* Saturday, December 19, 2009 4:43 PM > *To:* Teaching in the Psychological Sciences (TIPS) > *Subject:* Re: [tips] A student request - Any comments > > > > I suspect that this student wouldn't do a "poop load" of extra work anyhow. > (I love Annette's flowery adjectives; a girl after my own heart, as the > expression goes...) > > But words to the wise: At Plymouth State University, where I'm an adjunct, > we received the following reminder which I think clearly addresses possible > problems with Annette's suggestion: > > 1. It is against faculty policy to allow any student the opportunity to do > any "extra work over and above that described in the syllabus, to influence > his or her grade, when the same opportunity has not been made available to > all students." > > 2. No student may be permitted "to perform extra work after final grades > have been submitted to improve his or her grade." > > 3. Final grades may not be changed unless there has been (a) an error in > computing the grade or (b) a documented violation of the Fair Grading > Policy. > > Do other institutions have this policy? I think it's a good one, and it > saves us the extra pressure from students once they get a look at their > grade and think they could possibly get it changed by doing some > after-the-fact extra credit. Then *we're* stuck with the poop load of > extra work. > > Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > On Sat, Dec 19, 2009 at 4:09 PM, wrote: > > Give him/her a poop load of extra work to master in one week's time and if > the student is willing to do it, and does, in fact, do it, then raise the > grade. It's Christmas and the student might make a great X-ray tech. Don't > know what else would predict success as much as desire. All this assumes the > student faithfully really did attend class and take notes and try to master > work in the first go-around but needs a second go-around to master it. > (first goaround in your class as I understand it's not the first go-around > so to speak.) > > Annette > > Annette Kujawski Taylor, Ph.D. > Professor of Psychology > University of San Diego > 5998 Alcala Park > San Diego, CA 92110 > 619-260-4006 > tay...@sandiego.edu > > > Original message > >Date: Sat, 19 Dec 2009 13:01:17 -0500 (EST) > >From: "Dr. Bob Wildblood" > >Subject: [tips] A student request - Any comments > >To: "Teaching in the Psychological Sciences (TIPS)" < > tips@acsun.frostburg.edu> > > > >I got the message below yesterday from a student who, in spite of what she > says did not attend approximately 1/3 of the classes. What you see is a > copy of her email without editing. My syllabus states clearly that the > grade is based on the four scheduled tests (and I offer an "optional" final > exam so that a student who misses a test or who wants to try to improve > their grade by replacing a low grade on one of the four tests). Her grades > were 49, 60, 65, and 70 and she did not take the "optional" final exam. The > syllabus also says there are no extra credit opportunities. Any comments? > WWYD? > > > >"Dr. Wildblood > > > >I know
Re: [tips] A student request - Any comments
I suspect that this student wouldn't do a "poop load" of extra work anyhow. (I love Annette's flowery adjectives; a girl after my own heart, as the expression goes...) But words to the wise: At Plymouth State University, where I'm an adjunct, we received the following reminder which I think clearly addresses possible problems with Annette's suggestion: 1. It is against faculty policy to allow any student the opportunity to do any "extra work over and above that described in the syllabus, to influence his or her grade, when the same opportunity has not been made available to all students." 2. No student may be permitted "to perform extra work after final grades have been submitted to improve his or her grade." 3. Final grades may not be changed unless there has been (a) an error in computing the grade or (b) a documented violation of the Fair Grading Policy. Do other institutions have this policy? I think it's a good one, and it saves us the extra pressure from students once they get a look at their grade and think they could possibly get it changed by doing some after-the-fact extra credit. Then *we're* stuck with the poop load of extra work. Beth Benoit Granite State College Plymouth State University New Hampshire On Sat, Dec 19, 2009 at 4:09 PM, wrote: > Give him/her a poop load of extra work to master in one week's time and if > the student is willing to do it, and does, in fact, do it, then raise the > grade. It's Christmas and the student might make a great X-ray tech. Don't > know what else would predict success as much as desire. All this assumes the > student faithfully really did attend class and take notes and try to master > work in the first go-around but needs a second go-around to master it. > (first goaround in your class as I understand it's not the first go-around > so to speak.) > > Annette > > Annette Kujawski Taylor, Ph.D. > Professor of Psychology > University of San Diego > 5998 Alcala Park > San Diego, CA 92110 > 619-260-4006 > tay...@sandiego.edu > > > Original message > >Date: Sat, 19 Dec 2009 13:01:17 -0500 (EST) > >From: "Dr. Bob Wildblood" > >Subject: [tips] A student request - Any comments > >To: "Teaching in the Psychological Sciences (TIPS)" < > tips@acsun.frostburg.edu> > > > >I got the message below yesterday from a student who, in spite of what she > says did not attend approximately 1/3 of the classes. What you see is a > copy of her email without editing. My syllabus states clearly that the > grade is based on the four scheduled tests (and I offer an "optional" final > exam so that a student who misses a test or who wants to try to improve > their grade by replacing a low grade on one of the four tests). Her grades > were 49, 60, 65, and 70 and she did not take the "optional" final exam. The > syllabus also says there are no extra credit opportunities. Any comments? > WWYD? > > > >"Dr. Wildblood > > > >I know this is very late but after reviewing my grades for this semester I > realized that my grade for your class, Psychology was my only grade that was > below a B. I am applying to Radiology school at Mary Washington Hospital in > Janurary and they willl not accept an application with a gade that i > received in your class. I know that the grade reflects work that i did in > your class,but i shpwed up tp class everyday and took notes and payed > attention. This is my second time taking psychology because my credit from > last year at UVA WISE did not transfer and i happened to have a B in that > class. (go figure). Although the only thing that helped me receive that B > was extra work and assigments that were given in class by the professor. I > am not a good test taker as you can see. I study for the tests and think i > know the information. But when i am given the test i do horrible. Is there > anything i can do, an extra paper or something that i can turn in or email > you that will raise my ! > ! > g! > >! > >! > >rade to a B. i need it for Radiology school. If i need to make an > appoitment and come in i am willing to do that. > >thank you" > > > >. > >Robert W. Wildblood, PhD > >Riverside Counseling Center and > >Adjunct Psychology Faculty @ > >Germanna Community College > >drb...@rcn.com > >. > >The soundest argument will produce no more conviction in an empty head > than the most superficial declamation; as a feather and a guinea fall with > equal velocity in a vacuum. > >- Charles Caleb Colton, author and clergyman (1780-1832) > >. > >Be like the fountain that overflows, > >not like the cis
Re: [tips] Darwin's illness revisited
I'm responding here with a testimonial/account of only one, but my nephew is allergic to milk protein. It's a life-threatening condition. He's 25 and has had numerous visits to an ER if, for example, the same spatula that flips his grilled chicken breast was used earlier for taking a cheeseburger off the grill. His tongue swells, his throat closes. It's not for the faint of heart to see. He carries emergency medication but his symptoms are so severe that that medication is mostly designed to keep him alive long enough to get to a hospital. When he was younger, my sister found that just accidentally touching a drop of milk to his skin resulted in a huge hive. I'd think that if Darwin had been allergic to milk protein, and not been diagnosed because they may not have been aware of it, he wouldn't have lived long enough to make that trip on the *Beagle.* * * Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Darwin's illness revisited
People who have bowel problems such as Crohn's, colitis and inflammatory bowel disease, are often also lactose intolerant, at least in my own and many family members' experience. Lactose intolerance is also a lot more common in the world than many realize. (Asians, Africans, African-Americans and Native Americans are almost 100% lactose intolerant, and worldwide, about 75% of adults are unable to tolerate lactose.) So lactose intolerance could have been just one of the many intestinal problems that poor Darwin endured. He was probably encouraged to drink milk to "settle his stomach," as my poor grandmother was urged to do. She had bleeding ulcers, but it was before lactose intolerance was understood, and she was encouraged to drink milk all day to soothe her tortured stomach. It's a marvel she lived as long as she did, albeit with most of her stomach removed and lots of other things as well... Secondly, we don't have to stick to just one disease to explain his skin problems. They don't *have* to be explained by the same disorder that caused his bowel problems. Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Dec 17, 2009 at 3:34 PM, wrote: > On 16 Dec 2009 at 11:40, Allen Esterson wrote, concerning my > complaint that a new article by Hayman (2009) on Darwin's > affliction didn't consider the previous "most recent" paper on the > topic in 2005: > > > Stephen has missed (vacationing?) what I find the most likely > > explanation, cited on TIPS on 5 October this year: > > > > "Darwin's illness: a final diagnosis" (2007) > > Fernando Orrego and Carlos Quintana > > Notes and Records of the Royal Society 2007: 61, 23-29 > > > > http://rsnr.royalsocietypublishing.org/content/61/1/23.full.pdf+html > > Yes, I was rash to assert that without checking. > > As it happens, I was startled and pleased to receive an e-mail > yesterday from none other than John Hayman himself, which > once again should remind us that our postings are public. Dr. > Hayman also pointed out that there have been a number of > other recent diagnoses, including a "resurgence of Crohn's > disease and mercury poisoning...and Helicobacter". > > He told me that the original version of his paper did address the > lactose intolerance theory, but was cut from the paper due to > space limitation. He sent me a copy of his views on the lactose > question, possibly the material edited out from his article, and > while he seems to agree that the lactose (or milk protein) > intolerance theory does have merit, it fails to adequately explain > "the severity and range of his symptoms". > > As for Allen's nomination of the Orrego and Quintana hypothesis > of Crohn's disease as "most likely", I'm not so sure. O & Q > argue that the precipitating circumstance was a bacterial > infection contracted in Chile. But both Campbell and Mathews > (2005) and Hayman (2009) argue that there were signs of the > illness before Darwin set sail. That would seem to rule it out, or > at least O & Q's version. > > Stephen > > - > Stephen L. Black, Ph.D. > Professor of Psychology, Emeritus > Bishop's University > e-mail: sbl...@ubishops.ca > 2600 College St. > Sherbrooke QC J1M 1Z7 > Canada > --- > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] It's that plagiarism time of year again...
No worries, Carol. It will give more of us a chance to help out. You're right...this is so clearly not the work of a poor student. Beth Benoit On Thu, Dec 17, 2009 at 4:31 PM, DeVolder Carol L wrote: > I'm so sorry, I didn't look closely enough and I sent the entire paper > to TIPS. I apologize. (I'm glad I took the name off of it.) > > > > Carol DeVolder, Ph.D. > Professor of Psychology > Chair, Department of Psychology > St. Ambrose University > Davenport, Iowa 52803 > > phone: 563-333-6482 > e-mail: devoldercar...@sau.edu > > > > -Original Message- > From: Mark A. Casteel [mailto:ma...@psu.edu] > Sent: Thursday, December 17, 2009 2:32 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: Re: [tips] It's that plagiarism time of year again... > > Hi Carol. If you can send the file to me electronically, I'll be > happy to send it through turnitin.com for you. I think I can save the > originality report and then forward it to you. > > Mark > > At 02:56 PM 12/17/2009, you wrote: > >Hi, > >I have a student who has done poorly on his exams but has turned in > >a stunningly good paper. Frankly, I don't think he wrote it but I'm > >having difficulty showing that. I have Googled key phrases but > >nothing has turned up, so I don't think he copied and pasted, I > >think he bought it. Can anyone give me some idea of what > >Turnitin.com charges for an individual license? It's the only thing > >I can think of, other than confronting the student, which will most > >likely be my next step. I hate this stuff, it takes so much time and > >really takes a toll on my enthusiasm for grading. > > > >Thanks in advance for any help you can provide. > >Carol > > > > > > > > > >Carol DeVolder, Ph.D. > >Professor of Psychology > >Chair, Department of Psychology > >St. Ambrose University > >Davenport, Iowa 52803 > > > >phone: 563-333-6482 > >e-mail: devoldercar...@sau.edu > > > > > > > > > >--- > >To make changes to your subscription contact: > > > >Bill Southerly (bsouthe...@frostburg.edu) > > > * > Mark A. Casteel, Ph.D. > Associate Professor of Psychology > Penn State York > 1031 Edgecomb Ave. > York, PA 17403 > (717) 771-4028 > * > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] It's that plagiarism time of year again...
I think the key, John, is comparing performance records. The bright student continued on to have an excellent exam. The poor student, who was close to failing (and also happened to sit near the good student) suddenly had an astounding performance. Applying Occam's Razor here: What seems like the most likely explanation is the most likely explanation. And he/she probably couldn't see her neighbor's paper clearly enough to add the fine computation her neighbor provided, so just gave the answer. I continue to marvel, as you and I discussed this afternoon, that all too frequently, the poor students don't realize that to suddenly turn in an almost perfect exam, or as in Carol's student's case, an excellent paper, is just TOO suspicious. Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Dec 17, 2009 at 4:00 PM, John Kulig wrote: > > Yes, that time of year again! I have never used Turnitin.com but I want to > introduce another problem I just encountered ... > > Two students in stats both turned in an exam with the exact same multiple > choice answers(35 out of 39 correct, and both the correct AND incorrect > choices were identical). I have never seen this happen before. One student > was aceing the class and the other was on the verge of failing. I have a > pretty solid case of copying not just on this point on other parts of the > exam because the poorer student also had correct AND incorrect answers on > the computation part out to two decimal places (including a "proportion of > variance" effect size of 2.15 which is bogus), all without computation, just > answers written down. Because I am grading non-stop and need a diversion, I > am intrigued with guestimating the probability of the MC being identical on > all 39 given no cheating. It's obviously a low probability as my MC scores > average close to "optimal difficulty" level (in the 60 - 70% range), so it's > not the case that most people get most of them correct. > > Anybody ever try to model this problem? I can assume they both knew 35 > answers, get the frequencies of all the wrong answers for the class, and > assume people guess randomly when they don't know. But they only missed 4. I > can also regress this exam on previous exam scores and show that the poor > student getting only 4 wrong is an outlier, but that may not be convincing > enough .. and thoughts would be appreciated. > > If the student were brigher they should have changed a few answers and > scribbled a few computations here and there on the sheet! > > -- > John W. Kulig > Professor of Psychology > Plymouth State University > Plymouth NH 03264 > -- > > - Original Message - > From: "DeVolder Carol L" > To: "Teaching in the Psychological Sciences (TIPS)" < > tips@acsun.frostburg.edu> > Sent: Thursday, December 17, 2009 2:56:53 PM GMT -05:00 US/Canada Eastern > Subject: [tips] It's that plagiarism time of year again... > > Hi, > I have a student who has done poorly on his exams but has turned in a > stunningly good paper. Frankly, I don't think he wrote it but I'm having > difficulty showing that. I have Googled key phrases but nothing has turned > up, so I don't think he copied and pasted, I think he bought it. Can anyone > give me some idea of what Turnitin.com charges for an individual license? > It's the only thing I can think of, other than confronting the student, > which will most likely be my next step. I hate this stuff, it takes so much > time and really takes a toll on my enthusiasm for grading. > > Thanks in advance for any help you can provide. > Carol > > > > > Carol DeVolder, Ph.D. > Professor of Psychology > Chair, Department of Psychology > St. Ambrose University > Davenport, Iowa 52803 > > phone: 563-333-6482 > e-mail: devoldercar...@sau.edu > > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Who put the "Little" in "Little Albert"?
It was interesting - and sad - reading the information about the child (actually named Douglas Merritte). I always thought his head seemed quite large for his body, and sure enough, it's reported that he died of hydrocephalus when he was about 5. Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Dec 16, 2009 at 9:05 AM, Lilienfeld, Scott O wrote: > Michael - I'll leave that interesting question to the historians on this > listserv, but I'll advance one hypothesis (maybe others can confirm or > refute): Perhaps Watson was trying to counterpose his case against Freud's > Little Hans case of a phobia supposedly acquired through psychoanalytic > mechanisms. ...Scott > > > Scott O. Lilienfeld, Ph.D. > Professor > Editor, Scientific Review of Mental Health Practice > Department of Psychology, Room 473 Psychology and Interdisciplinary > Sciences (PAIS) > Emory University > 36 Eagle Row > Atlanta, Georgia 30322 > slil...@emory.edu > (404) 727-1125 > > Psychology Today Blog: > http://www.psychologytoday.com/blog/the-skeptical-psychologist > > 50 Great Myths of Popular Psychology: > http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html > > Scientific American Mind: Facts and Fictions in Mental Health Column: > http://www.scientificamerican.com/sciammind/ > > The Master in the Art of Living makes little distinction between his work > and his play, > his labor and his leisure, his mind and his body, his education and his > recreation, > his love and his intellectual passions. He hardly knows which is which. > He simply pursues his vision of excellence in whatever he does, > leaving others to decide whether he is working or playing. > To him - he is always doing both. > > - Zen Buddhist text > (slightly modified) > > > > > -Original Message- > From: Britt, Michael [mailto:michael.br...@thepsychfiles.com] > Sent: Wednesday, December 16, 2009 8:56 AM > To: Teaching in the Psychological Sciences (TIPS) > Subject: [tips] Who put the "Little" in "Little Albert"? > > I've been preparing an episode in which I'll be reviewing Hall Beck's > recent article, "Finding Little Albert" which recently appeared in the > American Psychologist and I asked Dr. Beck who is responsible > inserting the word "Little" in front of "Albert". His research > didn't turn up an answer to this question. Anyone have any ideas on > where the "Little" came from? > > Michael > > Michael Britt > mich...@thepsychfiles.com > www.thepsychfiles.com > Twitter: mbritt > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > This e-mail message (including any attachments) is for the sole use of > the intended recipient(s) and may contain confidential and privileged > information. If the reader of this message is not the intended > recipient, you are hereby notified that any dissemination, distribution > or copying of this message (including any attachments) is strictly > prohibited. > > If you have received this message in error, please contact > the sender by reply e-mail message and destroy all copies of the > original message (including attachments). > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] APA citation question
How does one cite an author in the reference section if he/she is royalty? I have a student who is writing a paper about Queen Noor, from a developmental standpoint. My student is using her autobiography (called *Leap of Faith)*, as a reference, and the author is listed in the book as "Queen Noor." Her real name is "Noor Al-Hussein" (or, of course, Lisa Najeeb Halaby). How to cite in the Reference section? Noor, Q. Noor, A. Al-Hussein, N. Halaby, L. N. (a.k.a. Noor, Q.) ??? None of these sounds correct, but Al-Hussein, N. seems the most valid. Yet she didn't cite herself that way in her book. Very strange... How, for example, would Queen Elizabeth be cited if she were ever to do an unexpected thing like write a book? Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Help with hysteria
To all of the other excellent suggestions given by other TIPSters, I'd like to add a very interesting book I got a few years ago, at the suggestion of (I think!) Allen Esterson. It's a psychiatric and photographic history (translated from the French) of patients from "the notorious Parisian asylum for insane and incurable women" in Paris, Salpétrière at the turn of the century, called *Invention of Hysteria: Charcot and the Photographic Iconography of the Salpétrière.* http://books.google.com/books?id=4DDpLqv_puEC&dq=invention+of+hysteria+charcot&source=gbs_navlinks_s Jean-Martin Charcot induced many of the 5,000 patients at the Salpétrière to "perform" their own hysterias so he could show the photographs (and sometimes actual demonstrations) at his "Tuesday Lectures." The photographs, most of which are quite alarming and sad, are accompanied by very detailed discussion of the patients, the process of photographing them, their disorders and how they could be induced, as well as an inside look at what a psychiatric hospital was like at the end of the 19th century. That old, vague diagnosis of "hysteria" really comes to life in this collection of photographs and stories. Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Help with hysteria
Again, because hysteria was such a broad category, I always assumed that what we'd now call anxiety disorders must have played a significant role in some of the cases. Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Dec 3, 2009 at 4:34 PM, Paul Brandon wrote: > Q1: Beware of simply substituting labels; what were thought to be > natural fracture points between classes of phenomena fifty years ago are not > so regarded now. > > Q2: Or possibly 'iatrogenic' (a condition created or made worse by a > treatment). There is always a third possibility beyond 'made better' and > 'no effect'. > > On Dec 3, 2009, at 3:13 PM, Lilienfeld, Scott O wrote: > > Hi Annette - Q1 is complicated, and doesn't have a clear-cut answer, >> largely because hysteria was such a remarkably broad category. But by and >> large, though, what was then called "hysteria" probably largely subsumes >> what are now somatoform disorders (especially somatization disorder and >> conversion disorder) and dissociative disorders (e.g., dissociative amnesia, >> dissociative fugue, dissociative identity disorder, once called multiple >> personality disorder) - which were split into separate categories in 1980 in >> DSM-III (a decision that is still debated). For a discussion, see Hyler and >> Spitzer (1978): >> >> http://ajp.psychiatryonline.org/cgi/content/abstract/135/12/1500 >> >> >> Answer to Q2 is indeterminate, but the best informed guess is probably >> "None." >> -Original Message- >> From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] >> Sent: Thursday, December 03, 2009 3:32 PM >> To: Teaching in the Psychological Sciences (TIPS) >> Subject: [tips] Help with hysteria >> >> One of the students in my intro psych course is writing a paper for her >> English class on hysteria. >> >> I am not a clinician and I have a very limited ability to answer her >> questions she asked me. I could probably google some information--but then >> so could she. I know wikipedia has a good treatise. >> >> Specifically, she'd like to know two things: >> (1) what do we now label the disorders that used to be called hysteria. >> >> (2) what effect did the "old-fashioned" treatment for hysteria have on >> those disorders. >> >> Well, I know a little bit such as these are now pretty much subsumed by >> somatoform disorders and I have a sense that the treatments were quite >> ineffective back in the day when the diagnosis of hysteria was quite in >> vogue, such as complete sensory deprivation, isolation, a slap in the face, >> or cold water in the face, probaby just make the person more hysterical. >> Then along came psychoanalysis. Not sure how much that helped other than for >> factors common to most therapeutic interventions that are at least "kindly". >> >> So any specific guidance to sources would be appreciated. >> > > Paul Brandon > Emeritus Professor of Psychology > Minnesota State University, Mankato > paul.bran...@mnsu.edu > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Music Therapy Requirements?
Our 30-year-old son was very interested in becoming a music therapist, but all the programs he looked at required what looked like advanced expertise in musical theory, instrumentation like piano, and other serious musical requirements. He's terrific on the guitar, and can read music, but really felt he couldn't fulfill the strict music theory requirements. He's getting an M.B.A. instead. Too bad. I think he'd be terrific as a music therapist. Your student should probably be aware of the requirements in this area. Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Dec 2, 2009 at 4:49 PM, Elizabeth Gassin wrote: > > You might check out musictherapy.org, the site of the American Music > Therapy Association. I believe it has info on programs, certification, etc. > > *** > Elizabeth (Lisa) A. Gassin, Ph.D. > Professor of Psychology > Department of Behavioral Sciences > Olivet Nazarene University > 1 University Avenue > Bourbonnais, IL 60914 > Phone: 815-928-5569 > Fax: 815-928-5571 > *** > > >>> "Wehlburg, Catherine" 12/2/2009 3:24 PM >>> > > > Fellow TIPsters, > > > > An undergraduate student (majoring in music composition) and taking my > general psychology course, has decided that he is interested in learning > more about becoming a music therapist. Are there programs for this? > Licensing requirements? Any insight that you have that I can share with my > student would be much appreciated. Thank you! > > --Catherine > > > > ** > Catherine M. Wehlburg, Ph.D. > Assistant Provost for Institutional Effectiveness > > TCU Box 297098 -- Texas Christian University > Fort Worth, TX 76129 > > Phone: (817) 257-5298 > Fax: (817) 257-7173 > Email: c.wehlb...@tcu.edu > Website: www.assessment.tcu.edu > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Fake petition?
Not that Wikipedia is the final source for chemical nomenclature, but here's
what they say:
"Dihydrogen monoxide", shortened to "DHMO", is a name for
water<http://en.wikipedia.org/wiki/Water_(molecule)> that
is consistent with chemical nomenclature, but that is almost never used.
Beth Benoit
Granite State College
Plymouth State University
New Hampshire
On Mon, Nov 30, 2009 at 1:35 PM, Bourgeois, Dr. Martin wrote:
>
> Dihydrogen monoxide in the version on snopes.com.
> --
> *From:* Marc Carter [marc.car...@bakeru.edu]
> *Sent:* Monday, November 30, 2009 1:30 PM
>
> *To:* Teaching in the Psychological Sciences (TIPS)
> *Subject:* RE: [tips] Fake petition?
>
>
> I thought it was "dihydrogen oxide"?
>
> Sounds pretty dangerous, either way.
>
> Except when thirsty.
>
> m
>
>
> --
> Marc Carter, PhD
> Associate Professor and Chair
> Department of Psychology
> College of Arts & Sciences
> Baker University
> --
>
>
> --
> *From:* Christopher D. Green [mailto:chri...@yorku.ca]
> *Sent:* Monday, November 30, 2009 11:48 AM
> *To:* Teaching in the Psychological Sciences (TIPS)
> *Subject:* Re: [tips] Fake petition?
>
>
> I thought it was Penn and Teller (or at least I heard about it from them)
> and the chemical was "hydrogen hydroxide" (water). The petition wasn't
> posted, as I recall. It was circulated in person at health fairs and the
> like.
>
> Chris
> --
>
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>
>
>
> 416-736-2100 ex. 66164
> chri...@yorku.ca
> http://www.yorku.ca/christo/
>
> ==
>
>
>
> Helweg-Larsen, Marie wrote:
>
>
> A couple of years ago someone posted a fake petition that argued that we
> should stop using a harmful chemical. The “harmful” chemical was something
> innocuous (maybe water or salt) and the point is that you can make anything
> sound harmful and of course many chemical are safe and necessary. Does
> anyone remember this and have the survey/exercise? I’ve searched online and
> in my own archives unsuccessfully.
>
> Marie
>
>
>
>
> Marie Helweg-Larsen, Ph.D.
> Department Chair and Associate Professor of Psychology
> Kaufman 168, Dickinson College
> Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971
>
> Office hours: Mon/Thur 3-4, Tues 10:30-11:30
> http://users.dickinson.edu/~helwegm/index.html<http://users.dickinson.edu/%7Ehelwegm/index.html>
>
>
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>
>
>
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>
>
> --
> The information contained in this e-mail and any attachments thereto
> ("e-mail") is sent by Baker University ("BU") and is intended to be
> confidential and for the use of only the individual or entity named above.
> The information may be protected by federal and state privacy and
> disclosures acts or other legal rules. If the reader of this message is not
> the intended recipient, you are notified that retention, dissemination,
> distribution or copying of this e-mail is strictly prohibited. If you have
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> email reply and immediately and permanently delete this e-mail message and
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> Bill Southerly (bsouthe...@frostburg.edu)
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>
>
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Testing Mozart's Genius Among Other Things
Wonderful stuff! Thanks, Mike. This is a treasure. Beth Benoit Granite State College Plymouth State University New Hampshire On Sun, Nov 29, 2009 at 9:20 PM, Mike Palij wrote: > Did you know that this year is the 350th anniversary of the British > Royal Society? In celebration of the event the Society is opening > a website that allows one to examine the documents, letters, and > other displays/info of this scientific organization. See: > > http://trailblazing.royalsociety.org/ > > The mass media has provided several accounts of what the website > includes, such as an account by the naturalist Daines Barrington > who tested the assertion that Wolfgang Mozart at age 8 was a > musical genius (apparently Mozart passed the test) and the sobering > realization that Benjamin Franklin's kite-flying during an electrical > storm provided a profound insight to science but also disproved > the notion that lightning was supernatural in nature. For one > account, see the UK Guardian: > > http://www.guardian.co.uk/culture/2009/nov/30/royal-society-online-library-anniversary > For another, see Reuters: > http://www.reuters.com/article/lifestyleMolt/idUSTRE5AT02420091130 > > -Mike Palij > New York University > m...@nyu.edu > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] facilitated communication?
Doug Biklen's "Facilitated Communication Institute" is still going strong at Syracuse University. It's now called "The Inclusion Institute at Syracuse University." http://www.inclusioninstitutes.org/fci/ Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Nov 26, 2009 at 10:00 AM, Bourgeois, Dr. Martin wrote: > > Last night on CNN, Campbell Brown did address the controversy around > facilitated communication with a guest. Which raises a few questions for me: > why is there even any controversy, given the overwhelming evidence > that facilitated communication isn't real? And why are there still > communication faclitators out there? Watching the videotape of this patient > 'communicating' made me realize how cruel it is to give so much false hope > to his family. > -- > *From:* Lilienfeld, Scott O [slil...@emory.edu] > *Sent:* Thursday, November 26, 2009 9:46 AM > > *To:* Teaching in the Psychological Sciences (TIPS) > *Subject:* RE: [tips] facilitated communication? > > > I agree with Miguel that there are two separate issues at stake here. I > also think it's an open question whether Houben has at least some degree of > consciousness; based on the relatively minimal information presented, it's > difficult or impossible to know. Neurologist Steve Novella has a pretty > good analysis of the issues on the Science-Based Medicine blog: > > http://www.theness.com/neurologicablog/?p=1286 > > I'm watching CNN right now, and see that they're still covering this > story with no hint of skepticism. Amazing..well then again, maybe not. > Happy Turkey Day to allScott > > > -- > *From:* roig-rear...@comcast.net [roig-rear...@comcast.net] > *Sent:* Wednesday, November 25, 2009 9:03 PM > *To:* Teaching in the Psychological Sciences (TIPS) > *Subject:* Re: [tips] facilitated communication? > > > To my mind the case of Rom Hoube raises two separate issues. One issue > concerns the question of whether he is conscious to some degree. The second > is whether he is able to communicate. Scott and others have clearly shown > the dubiousness of Rom Hoube's alleged communication abilities. However, I > am not certain what the basis is for skepticism regarding the question of > whether Rom exhibits some degree of consciousness. Can someone point me to > discussion regarding the latter? > > > > Miguel > > > > > > - Original Message - > From: "Scott O Lilienfeld" > To: "Teaching in the Psychological Sciences (TIPS)" < > tips@acsun.frostburg.edu> > Sent: Wednesday, November 25, 2009 4:49:45 PM GMT -05:00 US/Canada Eastern > Subject: RE: [tips] facilitated communication? > > See also: > > > http://www.psychologytoday.com/blog/the-skeptical-psychologist/200911/coma-dubious-science-and-false-hope > > (apologies for the duplication to TIPs members who are also PESTs members). > Just got a call from the Associated Press, so it seems that at least some > news organizations are on to the fact that something is very fishy here. > .Scott > > > Scott O. Lilienfeld, Ph.D. > Professor > Editor, Scientific Review of Mental Health Practice > Department of Psychology, Room 473 Psychology and Interdisciplinary > Sciences (PAIS) > Emory University > 36 Eagle Row > Atlanta, Georgia 30322 > slil...@emory.edu > (404) 727-1125 > > Psychology Today Blog: > http://www.psychologytoday.com/blog/the-skeptical-psychologist > > 50 Great Myths of Popular Psychology: > http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html > > Scientific American Mind: Facts and Fictions in Mental Health Column: > http://www.scientificamerican.com/sciammind/ > > The Master in the Art of Living makes little distinction between his work > and his play, > his labor and his leisure, his mind and his body, his education and his > recreation, > his love and his intellectual passions. He hardly knows which is which. > He simply pursues his vision of excellence in whatever he does, > leaving others to decide whether he is working or playing. > To him - he is always doing both. > > - Zen Buddhist text > (slightly modified) > > > > > -Original Message- > From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] > Sent: Wednesday, November 25, 2009 3:38 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: Re: [tips] facilitated communication? > > __New Scientist_ has an admiring piece on the Pharyngula > man, P.Z. Myers, the "mild-mannered scourge of creationists" at > http://tinyurl.com/yzlryj5 &g
Re: [tips] Name that word
You're very sweet, John, to worry about my feelings. I think I should have said that my feelings were only "virtually hurt." I should know the vagaries of the internet by now. No worries! Beth Benoit On Wed, Nov 25, 2009 at 6:31 PM, Serafin, John < john.sera...@email.stvincent.edu> wrote: > I'm glad you're laughing, Beth! Please don't have your feelings hurt by our > spam detection system. I'm just trying to figure out why this happens with > your posts. I most definitely do not consider your posts to be junk! I have > no idea what's going on here. Again, apologies that the term "junk mail" > appeared in my reply. > > John > -- > John Serafin > Psychology Department > Saint Vincent College > Latrobe, PA 15650 > john.sera...@email.stvincent.edu > > > > > From: Beth Benoit > Reply-To: TIPS posts > Date: Wed, 25 Nov 2009 18:14:35 -0500 > To: TIPS posts > Subject: Re: [tips] Name that word > > I'm laughing, but my feelings are also hurt. Junk mail??? Wow. I may > need to tune up academic, scholarly postings. > Beth Benoit > > On Wed, Nov 25, 2009 at 6:05 PM, Serafin, John < > john.sera...@email.stvincent.edu> wrote: > Ah, sorry for the grammatical errors in that. And, more importantly, > apologies to Beth on the *** JUNK MAIL *** designation in the subject line. > Our system tags suspected junk mail. I have no idea why your mail almost > always shows up that way, but if I reply, the reply includes that in the > subject line. Not intentional on my part. Anybody have any idea of why that > would happen with Beth's emails? We use Barracuda filtering software here. I > turned off filtering, but it still tags messages in this way. > > John > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Name that word
I'm laughing, but my feelings are also hurt. Junk mail??? Wow. I may need to tune up academic, scholarly postings. Beth Benoit On Wed, Nov 25, 2009 at 6:05 PM, Serafin, John < john.sera...@email.stvincent.edu> wrote: > Ah, sorry for the grammatical errors in that. And, more importantly, > apologies to Beth on the *** JUNK MAIL *** designation in the subject line. > Our system tags suspected junk mail. I have no idea why your mail almost > always shows up that way, but if I reply, the reply includes that in the > subject line. Not intentional on my part. Anybody have any idea of why that > would happen with Beth's emails? We use Barracuda filtering software here. I > turned off filtering, but it still tags messages in this way. > > John > -- > John Serafin > Psychology Department > Saint Vincent College > Latrobe, PA 15650 > john.sera...@email.stvincent.edu > > > > > From: John Serafin > Reply-To: TIPS posts > Date: Wed, 25 Nov 2009 17:53:09 -0500 > To: TIPS posts > Subject: Re: *** JUNK MAIL Re: [tips] Name that word > > Yeah, Beth's right...gotta be turkey. But then, we could into the > tryptophan discussion yet again. > > John > -- > John Serafin > Psychology Department > Saint Vincent College > Latrobe, PA 15650 > john.sera...@email.stvincent.edu > > > > > From: Beth Benoit > Reply-To: TIPS posts > Date: Wed, 25 Nov 2009 17:14:44 -0500 > To: TIPS posts > Subject: Re: [tips] Name that word > > Turkey? > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Name that word
Turkey? On Wed, Nov 25, 2009 at 5:06 PM, wrote: > As reported just recently on _The Chronicle of Higher > Education_ (which got it from another source), Google searches > for a particular word peak each year at exactly this time. > > What is the word? > > Stephen > - > Stephen L. Black, Ph.D. > Professor of Psychology, Emeritus > Bishop's University > e-mail: sbl...@ubishops.ca > 2600 College St. > Sherbrooke QC J1M 1Z7 > Canada > --- > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] The Science of Success?
Thank you for this link, Rick. The link to the video showing Stephen Suomi (including the usual horrific video of Harry Harlow) offers an interesting addition to our classes. Beth Benoit Granite State College Plymouth State University New Hampshire On Sun, Nov 15, 2009 at 10:20 PM, Rick Froman wrote: > A colleague forwarded me an article on the orchid hypothesis: > http://www.theatlantic.com/doc/200912/dobbs-orchid-gene > > It seems that the nurture assumption might be appropriate in that parents > can have an impact on children within limitations of their genetic makeup. > > Does anyone have any thoughts on the orchid hypothesis? > > Rick > > Dr. Rick Froman, Chair > Division of Humanities and Social Sciences > John Brown University > Siloam Springs, AR 72761 > rfro...@jbu.edu > > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Friday the 13th
This article was in our paper this morning, about FDR, Henry Ford and others who had a Friday the 13th phobia: http://wtop.com/?nid=104&sid=1810896 On Fri, Nov 13, 2009 at 9:50 AM, wrote: > I thought it would be fun to talk a little about Friday the 13th in class > today so I downloaded some info primarily from wikipedia, for today. I > thought I might as well as share it with the list. I especially liked the > last two paragraphs because I always wonder about the statistics that show a > change in behavior related to specific dates like the number of accidents > over a holiday weekend. OK, so 38 people died in accidents in my state, but > how many die on any other Friday night through Tuesday morning time frame? > This is a nice exposition that takes account of base rates. (note: I did > simplify it a bit for class, there are more stats on wikipedia) > - > > Friday the 13th occurs when the thirteenth day of a month falls on Friday, > which superstition holds to be a day of good or bad luck. > > The superstition is rarely found before the 20th century, when it became > extremely common. > > Fear of Friday the 13th is called paraskevidekatriaphobia, derived from the > Greek words Paraskeví (Παρασκευή) (Friday), and dekatreís (δεκατρείς) (13), > and phobía (φοβία) (fear). Triskaidekaphobia derives from the Greek words > "tris", 'three', "kai", 'and', and "deka", 'ten'. The word was derived in > 1911 and first appeared in a mainstream source in 1953. > > In numerology, the number 12 is considered the number of completeness, > i.e., 12 months of the year, 12 signs of the zodiac, 12 hours of the clock, > 12 tribes of Israel, 12 Apostles of Jesus, 12 gods of Olympus, etc.; 13 was > considered irregular, violating this completeness. > > There is also a superstition, deriving from the Last Supper or a Norse > myth, that having 13 people seated at a table will result in the death of > one of the diners. > > Friday has been considered an unlucky day at least since the 14th century's > The Canterbury Tales, and many others have regarded Friday as an unlucky day > to undertake journeys or begin new projects. Black Friday has been > associated with stock market crashes and other disasters since the 1800s > (but good luck for shopping on the day after Thanksgiving!). It has also > been suggested that Friday has been considered an unlucky day because, > according to Christian scripture and tradition, Jesus was crucified on a > Friday. > > The Dutch Centre for Insurance Statistics has found that "fewer accidents > and reports of fire and theft occur when the 13th of the month falls on a > Friday maybe because people are more careful. Statistically, driving is > slightly safer on Friday 13th, at least in The Netherlands, the average > figure falling when the 13th fell on a Friday. > > However, a 1993 study in the British Medical Journal comparing traffic > accidents between Friday 6th and Friday 13th found a significant increase in > traffic-related accidents on Fridays the 13th. BUT there are more accidents > on Fridays than average weekdays (irrespective of the date) probably because > of alcohol consumption. Therefore it is less relevant for this purpose to > compare Friday 13th with, say, Tuesday 13th. > > > Annette Kujawski Taylor, Ph.D. > Professor of Psychology > University of San Diego > 5998 Alcala Park > San Diego, CA 92110 > 619-260-4006 > tay...@sandiego.edu > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] "Rich media"?
Oh, dear, dear, dearI SO want your suggestions, Sue. I just meant to indicate that your offerings have been so rich that I hardly know where to start and fear I will have overlooked something. Thank you for contributing. I think the workshop desires are for all of your suggestions. Beth Benoit On Thu, Nov 12, 2009 at 7:42 PM, Frantz, Sue wrote: > > “I know Sue Frantz and Michael Britt have many, many offerings. But…” Does > this mean you don’t want my suggestions? =) > > > > I don’t know which of these are rich media and which are merely social > media. (Is social media a kind of rich media?) I’ll let you, the reader, > sort it out. > > > > The webconferencing tool Annette referred to is Elluminate. Not free. But > there are some free options. DimDim is the one that most closely mirrors > Elluminate. There are a couple online whiteboards that are good: Scriblink > and Dabbleboard. If you want a quick and easy way to collaborate just on > text, in real time, try Etherpad. > > > > I would also recommend looking at social bookmarking services, such as > Delcious (share your bookmarks), Diigo (share your annotated bookmarks; can > create a ‘closed’ class for this), and WebNotes (annotate websites and share > with people who don’t have WebNotes). > > > > A clicker alternative is PollEverywhere, where students use their cell > phones (or internet-connected computers) to ‘click’ in. Free for up to 32 > students at a time, I think. Standard text messaging rates apply. > > > > The easiest-to-use stand-alone wiki software is PBWorks. Highly > recommended. That’s what we’re using for the new STP wiki. > > > > For collaboration, Google Docs and Zoho are good options. If students are > working on a group paper, you can see who edited what and when. For sharing > files, my personal favorite is DropBox. > > > > For in the classroom, I use Classroom Presenter instead of PowerPoint. CP > Is a free product from the Univ. of Washington. They designed it for Tablet > PCs, but works with any PC. If you’re connected to a network and students > have laptops connected to the same network, they see your slides on their > computers. They can type notes on the slide. The very cool feature is that > students can type stuff on a slide, then with the click of a button, send > the slide to you in real time. You can then look through, and display to > the class the ones you want. CP also has built-in ‘clicker’ functionality. > [Combine CP with a Wii remote and infrared light pen to create a smartboard: > http://sfrantz.wordpress.com/2009/05/07/the-smartboard-alternative-for-40/] > > > > Diane Finley spoke at NWToP, and she suggested using Audacity to audio > record feedback to students instead of typing/writing comments. Save it as > an MP3 and email it to your student. > > > > I’ve attached the handout I created for a poster at the most recent APA > convention. Most of what I written here is in that handout. > > > > > > -- > Sue Frantz <http://flightline.highline.edu/sfrantz/> > Highline Community College > Psychology, CoordinatorDes Moines, WA > 206.878.3710 x3404 sfra...@highline.edu > > Office of Teaching Resources in Psychology, Associate Director > > Project Syllabus <http://teachpsych.org/otrp/syllabi/syllabi.php> > > APA Division 2: Society for the Teaching of > Psychology<http://teachpsych.org/otrp/syllabi/syllabi.php> > > > > APA's p...@cc Committee <http://www.apa.org/ed/pcue/ptatcchome.html> > > > > > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] "Rich media"?
Yes, Michael, I think the things you described are what they're looking for in "rich media." Thank you for all those resources! Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Nov 12, 2009 at 5:45 PM, Britt, Michael < michael.br...@thepsychfiles.com> wrote: > > I would guess that she's talking about sites or tools that combine text, > images, video, etc. If that's the case, then I highly recommend: > > Sprout (www.sproutbuilder.com), an online tool which allows users to > combine various forms of media > SlideRocket (http://www.sliderocket.com) - an online alternative to > PowerPoint > Voicethread (http://voicethread.com) enables students to discuss images > and video presentations > Timerliner XE (http://www.tomsnyder.com/timelinerxe/) - great timeline > creation tool in which you can embed photos, video, etc. > > Sounds like fun Beth. > > Michael > > Michael Britt > mich...@thepsychfiles.com > www.thepsychfiles.com > > > > On Nov 12, 2009, at 5:19 PM, Jim Matiya wrote: > > > Hi Beth, > What is "Rich media?" > > jim > > > Jim Matiya > Florida Gulf Coast University > jmat...@fgcu.edu > Contributor, for Karen Huffman's *Psychology in Action, *Video Guest > Lecturettes > John Wiley and Sons. > > > Using David Myers' texts for AP Psychology? Go to > http://bcs.worthpublishers.com/cppsych/ > High School Psychology and Advanced Psychology Graphic Organizers, > Pacing Guides, and Daily Lesson Plans archived at > www.Teaching-Point.net<http://www.teaching-point.net/> > > > > > -- > From: beth.ben...@gmail.com > Date: Thu, 12 Nov 2009 16:48:35 -0500 > Subject: [tips] "Rich media"? > To: tips@acsun.frostburg.edu > > > > My college is having a workshop to encourage us to use rich media for our > online courses and has asked us to bring anything we could or do use. Do > any of you have any suggestions for things I can bring to the workshop? I > know Sue Frantz and Michael Britt have many, many offerings. But where > should I start? I'm planning an intro course in the spring, so it would be > a great place for rich media. Suggestions appreciated! > Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] "Rich media"?
My college is having a workshop to encourage us to use rich media for our online courses and has asked us to bring anything we could or do use. Do any of you have any suggestions for things I can bring to the workshop? I know Sue Frantz and Michael Britt have many, many offerings. But where should I start? I'm planning an intro course in the spring, so it would be a great place for rich media. Suggestions appreciated! Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] you may find Tuesday's Frontline interesting.
Thanks for the reminder, Jim. I have the DVD of this and show it in my Child/Human Development drugs. It's always gets students' attention and merits good discussion. Here is an article about the stunning weight gains for children who are put on antipsychotic drugs used "offlabel" for nonpsychotic conditions like ADHD. (The Frontline show Jim Matiya posted, is about the offlabel use of these drugs in children.) Cardiometabolic risk of second-generation antipsychotic medications during first-time use in children and adolescents. Correll CU ; Manu P ; Olshanskiy V ; Napolitano B ; Kane JM ; Malhotra AK JAMA: The Journal Of The American Medical Association [JAMA] 2009 Oct 28; Vol. 302 (16), pp. 1765-73. And a New York Times article about these findings: http://www.nytimes.com/2009/10/28/business/28psych.html?hp Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Text Messaging in Class
I ask students to turn their phones off, and I tell them I will keep mine on, but on "Vibrate only," because I THINK it will still make the Text Message beep, so that if a security alert is sent out (we had one a couple of nights ago - thankfully all was okay), but now I'm wondering. Does anyone know if the phone will still make its beep for a Text, or would that be on vibrate too? I may have to experiment a little... Beth Benoit Granite State College Plymouth State University New Hampshire On Sat, Oct 31, 2009 at 5:48 AM, Ken Steele wrote: > Paul C Bernhardt wrote: > >> >> This policy could be a problem at many schools, including >> ours, that use a text alert system in case of a lock-down or >> other emergency, you have to assure the students (I put it in >> the syllabus, also) that you will have your phone in the class >> in case an emergency message is sent. I take out my phone each >> class and put it on the desk in plain view. If my phone >> buzzes/lights up I glance at it to see what the message is. >> >> > There has been an amusing (to someone on the sidelines) turn of events at > ASU. Various faculty groups have been working on a cell-phone policy for a > number of years regarding issues of consequences for failure to turn off a > cell phone during class. > > Then ASU rolled out a bally-hooed text alert system that tried to enroll > all people on campus following the Virginia Tech tragedy. > > Currently we have the two groups in conflict. The former group wants cell > phones turned off in class. The latter group wants cell phones turned on in > class so that students can receive an alert. > > The proposed policies now read like credit-card agreements, with enough > loopholes and escape clauses, that any action is simultaneously approved and > disapproved. > > Ken > > --- > Kenneth M. Steele, Ph.D. steel...@appstate.edu > Professor > Department of Psychology http://www.psych.appstate.edu > Appalachian State University > Boone, NC 28608 > USA > --- > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] H1N1 vaccine effect-walking backwards
Lots of buzz that this is a hoax. Including the Orthopedic Surgeon to whom I'm married. Note that "dystonia" is a symptom, not a diagnosis. Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Oct 26, 2009 at 7:37 PM, Shapiro, Susan J wrote: > > H1N1 vaccine not available when this happened. Just standard yearly vaccine > > Suzi Shapiro > sjsha...@#iue.edu > -- > *From:* michael sylvester [msylves...@copper.net] > *Sent:* Saturday, October 24, 2009 01:40 > *To:* Teaching in the Psychological Sciences (TIPS) > *Subject:* [tips] H1N1 vaccine effect-walking backwards > > > Submitted to me by a Canadian friend working in Doha,Qatar. > > http://www.youtube.com/watch?v=uR5p_bD3uLc > > woman disabled by flu vaccine. > > -- > Michael > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Reclaiming TIPS
John, I appreciate your Zen wisdom, and can appreciate the next-year-it-may-be-someone-else concept, but since 1993 (my first year on TIPS), no one on TIPS has *ever* made the suggestion that someone be removed. I think that's a pretty good record of tolerance. Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Oct 21, 2009 at 1:00 PM, John Kulig wrote: > > Claudia .. thanks, you inspired me to throw in $.02 > > I'm only an amateur when it comes to social psychology, but I am pretty > sure scapegoating always happens in groups sooner or later. When you study > scapegoating (e.g. the French anthropologist Rene Girard) you realize > scapegoats usually bring it on themselves (more or less), they are never > randomly drawn from the population ... so the group is also a participant. > > While I understand the desire to "vote" on whether one person should be > excluded, I will not do it. It feels too ugly to me. ALL groups end up with > someone who we think deserves to be kicked out, but I would rather try to > buck Girard-like "human nature" and fill posts with other threads. I think > it's a signal-to-noise ratio issue. I do not want to start a tradition of > voting on exclusion. I think it is a bad road to start down. Also, the > internet is inherently open and that will not change unless TIPs becomes a > gated community which I would oppose. That being said, most posters on ANY > group will tick others off sooner or later, and some people will routinely > tick off most everyone. It's the nature of the medium. > > FINALLY, let's take advantage of social diffusion. An email stares at YOU > in the face, but it is actually directed at no one person in particular, it > is - electronically - diffused across all members of the group. Remember the > old zen habit of visualizing a person's comments as an arrow that may be > aimed at you, but then flies past you. One more finally: maybe there is > something in human nature that always itches for a fight. I am (half) > mystified why people cannot resisting responding to posts they want > extinguished. If one person is voted on, there may be another next year and > that's not a tradition I want to see started. > > > -- > John W. Kulig > Professor of Psychology > Plymouth State University > Plymouth NH 03264 > -- > > - Original Message - > From: "Claudia Stanny" > To: "Teaching in the Psychological Sciences (TIPS)" < > tips@acsun.frostburg.edu> > Sent: Wednesday, October 21, 2009 10:58:28 AM GMT -05:00 US/Canada Eastern > Subject: [tips] Reclaiming TIPS > > > > > > > > > > I am violating my policy of refusing to respond to any post initiated in > response to an inappropriate off-topic post or posts that use offensive > language. > > > > I am saddened that TIPS has devolved into a sandbox of abusive and > semi-abusive posts. > > I am offended by the posts that initiate these threads. > > I am ashamed of the manner in which some members respond to these threads. > > I have been ashamed of some of my own responses to these threads. > > I may yet regret this response. > > > > However, if it serves to assist Bill in his efforts to restore civility and > purpose to the culture of this list, I will take this risk. > > > > Thanks, Bill, for all you have done to create this community. It has been a > beneficial component of my scholarly community over the years. If I can help > contribute to sustaining that community, I will do what I can. > > > > At present, I’ve adopted silence as my strategy, but I realize that this > strategy also creates some unpleasant unintended consequences. > > > > Claudia J. Stanny, Ph.D. > > Director, Center for University Teaching, Learning, and Assessment > > Associate Professor, Psychology > > University of West Florida > > Pensacola, FL 32514 – 5751 > > > > Phone: (850) 857-6355 or 473-7435 > > e-mail: csta...@uwf.edu > > > > CUTLA Web Site: http://uwf.edu/cutla/ > > Personal Web Pages: http://uwf.edu/cstanny/website/index.htm > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] response to Ed Callen
Ed et al.,(I refuse to post this in response to M.S.'s original subject heading, so I've changed the subject.) I agree with everything you've said. I begged for eliminating M.S. last January - and before then as well. Since January's debacle, I have refused to respond to any of his bizarre, often childish, sometimes hurtful posts. No one on TIPS backed me up at that time, but I suspect that many just don't know how to address his posts. Michael's recent threat to bring a lawsuit against Frostburg U. (which, of course, is the source of TIPS) when Bill posted that he was dealing with the latest M.S. infringement was almost the last straw for me, as it must have been for Bill. I suspect that Bill's hands are tied without legal counsel. Who needs it??? I don't doubt that Bill feels he doesn't need the grief. I feel for our Bill. Bill posted that he was dealing with the "chick" name calling, and that is apparently what brought on the lawsuit threat. I despair. I suspect Bill does too. We all owe Bill such a debt of gratitude for all he has done for almost two decades to keep this heretofore wonderful list going. Thanks, Michael, for ruining it. Bill must be so glad he's near retirement and can wash his hands of this list. I, too, am so ready to leave TIPS, after over SIXTEEN years. Michael Sylvester has ruined it by posting idiotic, insulting, threatening, silly, childish posts which, sadly, sometimes take over TIPS because of wasted time responding to his nutty posts. Anyone who challenges him is insulted. Nancy Melucci's suggestion (to just ignore Michael's posts) has fallen mostly on deaf ears, as have earlier suggestions with the same theme. I'm prepared for M.S.'s acidic responses to this post. I can't begin to imagine what his motivation is to continue his clownishness. I'm just glad I'm not in Bill's shoes. I would have been heartbroken to have worked so hard to get a listserve of enthusiastic psychology instructors' ideas and ultimately been inundated with M.S.'s bizarre posts that challenge, and ruin, the spirit of TIPS. Please, Michael, say that you were just kidding, and are ready to enter TIPS posts in an academic, scholarly manner. We await your sincere response. Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Shutter Island
I am in the middle of Lehane's *The Given Day *for a book club. If they hadn't chosen this book, I wouldn't have gone past page 5. I'm sure he's a fun writer for a certain kind of reader - especially those who like mysteries and books like that, but I would seriously doubt that his writing is a good choice for an honors student. Here's a brief synopsis from Lehane's website about *Shutter Island*, and I suspect you can get a pretty good idea of how relevant this really is to a good psychology paper*:* * * *The year is 1954. U.S. Marshal Teddy Daniels and his new partner, Chuck Aule, have come to Shutter Island, home of Ashecliffe Hospital for the Criminally Insane, to investigate the disappearance of a patient. Multiple murderess Rachel Solando is loose somewhere on this remote and barren island, despite having been kept in a locked cell under constant surveillance. As a killer hurricane bears relentlessly down on them, a strange case takes on even darker, more sinister shades. * Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Oct 14, 2009 at 3:33 PM, wrote: > I have a student who wants to read Shutter Island by Lehane for a homework > assignment in my honors intro to psych class. I generally don't allow novels > but he assures me that the story line about psychopathology is one he could > easily critique. > > Are any tipsters familiar with this book? With Lehane's work in general? > > I am not. A web search doesn't give me any real substance to judge on. > > Annette > > Annette Kujawski Taylor, Ph.D. > Professor of Psychology > University of San Diego > 5998 Alcala Park > San Diego, CA 92110 > 619-260-4006 > tay...@sandiego.edu > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] "Fun" as positive reinforcement
I guess just reward with music and you're all set. (But I'm a beginner harpist and have just also taken my first violin lesson, so don't make them listen to MY music.)Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Oct 14, 2009 at 1:59 PM, wrote: > On 14 Oct 2009 at 9:08, Beth Benoit wrote: > > > > > http://www.rolighetsteorin.se/en/ > > > > Brilliant, Beth. Loved it. So would Skinner. > > But what do we do now about your other post, drawing our > attention to research claiming that candy rewards lead to violent > crime? Does reward solve societal problems or create them? > Psychology is just so darn confusing! > > (Moore, et al (2009). Confectionery consumption in childhood > and adult violence. The British Journal of Psychiatry, 195, 366--) > > Stephen > - > Stephen L. Black, Ph.D. > Professor of Psychology, Emeritus > Bishop's University > e-mail: sbl...@ubishops.ca > 2600 College St. > Sherbrooke QC J1M 1Z7 > Canada > --- > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] "Fun" as positive reinforcement
http://www.rolighetsteorin.se/en/ Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] I Don't Like Mondays: Introducing the Facebook Global Happiness Index
I don't know what happened to the text part of this post, but it was supposed to say that it was Karen Carpenter who sang, "Rainy days and Mondays always get me down," and it was the Mamas and the Papas who sang, "Monday, Monday." Hope this one goes through Beth On Mon, Oct 12, 2009 at 11:22 AM, Beth Benoit wrote: > Showing-My-Age Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > On Mon, Oct 12, 2009 at 11:03 AM, Dr. Bob Wildblood wrote: > >> As part of his discourse on the "new" wave of research on the FGHI, Mike >> Palij wrote: >> >> "Mondays aren't so hot either but the Boomtown Rats told us that years >> ago." >> >> And the Mammas and the Pappas told us long before most people, if any ever >> heard of the Boomtown Rats, "Rainy days and Mondays always get me down." and >> also give a gloomy out look on "Monday, Monday." But only the oldest of us >> probably remember that. >> >> Bob >> >> . >> Robert W. Wildblood, PhD >> Riverside Counseling Center and >> Adjunct at Germanna CC, Fredericksburg, VA >> drb...@rcn.com >> . >> The soundest argument will produce no more conviction in an empty head >> than the most superficial declamation; as a feather and a guinea fall with >> equal velocity in a vacuum. >> - Charles Caleb Colton, author and clergyman (1780-1832) >> . >> >> Not thinking critically, I assumed that the "successful" prayers were >> proof that God answers prayer while the failures were proof that there was >> something wrong with me. >> - Dan Barker, former preacher, musician (b. 1949) >> . >> >> We have an obligation and a responsibility to be investing in our students >> and our schools. We must make sure that people who have the grades, the >> desire and the will, but not the money, can still get the best education >> possible. >> - Barack Obama, President of the United States of America >> >> >> --- >> To make changes to your subscription contact: >> >> Bill Southerly (bsouthe...@frostburg.edu) >> > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] I Don't Like Mondays: Introducing the Facebook Global Happiness Index
Showing-My-Age Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Oct 12, 2009 at 11:03 AM, Dr. Bob Wildblood wrote: > As part of his discourse on the "new" wave of research on the FGHI, Mike > Palij wrote: > > "Mondays aren't so hot either but the Boomtown Rats told us that years > ago." > > And the Mammas and the Pappas told us long before most people, if any ever > heard of the Boomtown Rats, "Rainy days and Mondays always get me down." and > also give a gloomy out look on "Monday, Monday." But only the oldest of us > probably remember that. > > Bob > > . > Robert W. Wildblood, PhD > Riverside Counseling Center and > Adjunct at Germanna CC, Fredericksburg, VA > drb...@rcn.com > . > The soundest argument will produce no more conviction in an empty head than > the most superficial declamation; as a feather and a guinea fall with equal > velocity in a vacuum. > - Charles Caleb Colton, author and clergyman (1780-1832) > . > > Not thinking critically, I assumed that the "successful" prayers were proof > that God answers prayer while the failures were proof that there was > something wrong with me. > - Dan Barker, former preacher, musician (b. 1949) > . > > We have an obligation and a responsibility to be investing in our students > and our schools. We must make sure that people who have the grades, the > desire and the will, but not the money, can still get the best education > possible. > - Barack Obama, President of the United States of America > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Concept Map on Sexual Orientation
One thought...how about including Dennis McFadden's (University of Texas, Austin) findings that men and lesbian women have less sensitive cochlea amplifiers? That might fit into the map along with the finger-length discrepancy. Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Oct 8, 2009 at 12:38 PM, Britt, Michael < michael.br...@thepsychfiles.com> wrote: > I'm putting together my notes for an upcoming episode on the origins of > sexual orientation. The topic, of course, is huge, but I'm going to try to > provide a general overview of the various explanations - nature/nurture and > in between - for sexual orientation. I've got my notes in a concept map > which is starting to get out of hand. Any thoughts/input/feedback > appreciated (especially if anything really important is missing). Here's > the link to the map: > > http://bit.ly/sexualorientation > > Michael > > Michael Britt > mich...@thepsychfiles.com > www.thepsychfiles.com > > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Concept Map on Sexual Orientation
Michael,That's beautiful. Very thorough! Beth Benoit On Thu, Oct 8, 2009 at 12:38 PM, Britt, Michael < michael.br...@thepsychfiles.com> wrote: > I'm putting together my notes for an upcoming episode on the origins of > sexual orientation. The topic, of course, is huge, but I'm going to try to > provide a general overview of the various explanations - nature/nurture and > in between - for sexual orientation. I've got my notes in a concept map > which is starting to get out of hand. Any thoughts/input/feedback > appreciated (especially if anything really important is missing). Here's > the link to the map: > > http://bit.ly/sexualorientation > > Michael > > Michael Britt > mich...@thepsychfiles.com > www.thepsychfiles.com > > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] From the "If You're So Smart How Come You Ain't Rich? Department"
Oops...the Canadian hockey players example was in the first chapter of * Outliers,* not *Blink.***Sorry. Beth On Wed, Oct 7, 2009 at 3:32 PM, Beth Benoit wrote: > Scott Lilienfeld said, "I’d like to gently push Beth a bit and ask her > why she believes that Gladwell’s books help readers to think critically." > I can see - and even largely agree - with some of the criticisms Scott made > about his writing. But I find Gladwell's out-of-the-box ideas often make me > metaphorically tilt my head with a "Huh...I never thought of it like that." > That's an important start to get people to think critically. It doesn't > trouble me (well, not too much) that he doesn't pursue every possible avenue > of explanation. In the first chapter of *Blink,* for example, he talked > about his observation that Canadian hockey players born in the early months > of the year have an advantage, and thus that most of the pros were born in > the early months of the year. Well, that sounded very cool, BUT when I > pulled up stats other than the ones he offered, I didn't see quite the > strong effect he found. But I used his article in class, and discussed his > finding. Students were very impressed until I then offered the stats from > other teams that didn't exactly validate his point. It was a good lesson in > not swallowing everything you read. But I couldn't help but feel that it > was an exercise in looking under the covers for explanations. > > That said, I still think he might give the layperson some pause for thought > about things they take for granted. (Is he the one who thought up that now > hideously overused expression, "Think outside the box"? I liked it the > first 3 times I heard it.) > > So that's my defense. I like clever writing, put don't put it in the same > category as a peer-reviewed journal. As Scott also said, he's a talented > writer and storyteller. His columns in *The New Yorker *are always > must-reads for me. > > Reading what I've just written, I realize my defense is a little shy of a > strong one. Maybe it's his hair > > Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] From the "If You're So Smart How Come You Ain't Rich? Department"
Scott Lilienfeld said, "I’d like to gently push Beth a bit and ask her why she believes that Gladwell’s books help readers to think critically." I can see - and even largely agree - with some of the criticisms Scott made about his writing. But I find Gladwell's out-of-the-box ideas often make me metaphorically tilt my head with a "Huh...I never thought of it like that." That's an important start to get people to think critically. It doesn't trouble me (well, not too much) that he doesn't pursue every possible avenue of explanation. In the first chapter of *Blink,* for example, he talked about his observation that Canadian hockey players born in the early months of the year have an advantage, and thus that most of the pros were born in the early months of the year. Well, that sounded very cool, BUT when I pulled up stats other than the ones he offered, I didn't see quite the strong effect he found. But I used his article in class, and discussed his finding. Students were very impressed until I then offered the stats from other teams that didn't exactly validate his point. It was a good lesson in not swallowing everything you read. But I couldn't help but feel that it was an exercise in looking under the covers for explanations. That said, I still think he might give the layperson some pause for thought about things they take for granted. (Is he the one who thought up that now hideously overused expression, "Think outside the box"? I liked it the first 3 times I heard it.) So that's my defense. I like clever writing, put don't put it in the same category as a peer-reviewed journal. As Scott also said, he's a talented writer and storyteller. His columns in *The New Yorker *are always must-reads for me. Reading what I've just written, I realize my defense is a little shy of a strong one. Maybe it's his hair Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] From the "If You're So Smart How Come You Ain't Rich? Department"
Contrary to some TIPSters, I am a fan of Malcolm Gladwell. He's not doing research on telomerase or other Nobel-inducing work, but I think he *is* making people think, and think critically. I think his books are fun. Mike Palij asked the following: "...wonder if they can confirm that Gladwell actually says that one doesn't get a benefit for having an IQ over 120." The answer is "yes" and "no." He does say something to that effect, but is quoting someone else - actually two others. And he's not saying it has "no benefit," but rather that it doesn't relate directly to how much money you'll make in your lifetime and other possible benefits. On p. 79, he writes: "In general, the higher your [IQ] score, the more education you'll get, the more money you're likely to make, and - believe it or not - the longer you'll live. "But there's a catch. The relationship between success and IQ works only up to a point. Once someone has reached an IQ of somewhere around 120, having additional IQ points doesn't seem to translate into any measurable real-world advantage.*" And his footnote is this: *The "IQ fundamentalist" Arthur Jensen put it thusly in his 1980 book *Bias in Mental Testing *(p. 113): "The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would quality for admission to a professional or graduate school (about IQ115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character." Then on p. 80, Gladwell writes: "...the British psychologist Liam Hudson has written, 'and this holds true where the comparison is much closer - between IQs of, say, 100 and 130. But the relation seems to break down when one is making comparisons between two people both of whom have IQs which are relatively high...A mature scientist with an adult IQ of 130 is as likely to win a Nobel Prize as is one whose IQ is 180.' " Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Anxiety article in NYTimes Magazine
Sunday's NYTimes did a nice job explaining Jerome Kagan's research on temperament. Most of the research articles we read don't give little tidbits of interesting information, and I find these are helpful to spiff up my lectures in class. http://www.nytimes.com/2009/10/04/magazine/04anxiety-t.html Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] for Marc Carter
I've been doing it since January, 2009, with no ill effects. The only downside is, as Paul Bernhardt wrote, I still have to filter out the responses from those who can't resist responding.Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Oct 5, 2009 at 1:11 PM, Paul C Bernhardt wrote: > > I am able to ignore him, that is what mail filters on email programs are > for. What I can’t filter out is everyone else’s responses to him, without > also filtering out your good posts in other threads. > > Not feeding trolls will go exactly as Nancy describes. If they see a > cut-back in responses to their posts, they roar louder to get more > attention, and it usually works. > > I’ve never seen a troll successfully ignored on an email list or public > posting forum in the 20 years I’ve been an active on internet forums. If > they go away it is because they stepped over a line that resulted in their > arrest or other legal action (2 instances, one of each type) or something in > their personal life intervenes (I was aware of the death of one troll, was > made aware of the threat of divorce curtailing the action of another troll). > > > I’ve never seen an entire group fully ignore a troll. So, the theory that > ignoring a troll to make them go away is, in my experience, untested. > > Can TIPS be the first? I think it might be a publishable paper! > > > On 10/2/09 9:29 AM, "drna...@aol.com" wrote: > > > > > > > > > I swear, if we could just all make ourselves stop responding to these > provocative, mean-spirited trolls, first we'd see an escalation, (the > pre-extinction "burst) and then they would go away. > > As long as we continue to indulge this nonsense, it will dominate our TIPS > list, and many good contributors will be driven away. I am tired of the > "MSTIPS" list activity. It's not our list anymore, it's his. > > I and a few other valiant souls are trying to ignore him, but as long as > other people continue to respond, we'll continue to have this crap inflicted > on us. > > Nancy Melucci > Long Beach City College > Long Beach CA > > njm > Make a Small Loan, Make a Big Difference - Check out Kiva.org to Learn How! > > > In a message dated 10/2/2009 6:25:43 A.M. Pacific Daylight Time, > marc.car...@bakeru.edu writes: > > > I was likewise puzzled. Apparently "some scholars" say that recruiting > Latinos from countries where baseball is huge is contributing to the > de-American-Africanization of American baseball. > > But here's my puzzlement: Michael asserts that *to Americans*, most > Dominicans would be considered to be of African descent (as indeed most > are, along with Caribbean Indian -- and btw, they are the most beautiful > people I have ever seen). > > So, I find preposterous in the extreme the idea that there's some > nefarious plot among the owners and managers of American baseball teams to > exclude Americans of African descent in favor of Latinos of African > descent. > > Maybe I'm just thick, but that just makes no sense at all. > > m > > -- > Marc Carter, PhD > Associate Professor and Chair > Department of Psychology > College of Arts & Sciences > Baker University > -- > > > -Original Message- > > From: Allen Esterson > > [mailto:allenester...@compuserve.com > ] > > Sent: Friday, October 02, 2009 7:21 AM > > To: Teaching in the Psychological Sciences (TIPS) > > Subject: [tips] for Marc Carter > > > >On 1 October 2009 in a posting headed "for Marc Carter" > > Michael Sylvester wrote: > > >I saw where you posed a question to me in the Tips archives > > but I did > > >not receive the post in my regular mail. I am preparing to > > take action > > >against Frostburg State through the ACLU if my First > > amendment rights > > >are been violated FSU could lose some federal funds. > > > > The only question posed by Marc recently (as far as I can see) is the > > following: > > > I lived in the Dominican Republic; baseball is bigger there > > than it is > > >here, so naturally there are going to be a lot of good > > players coming > > >out of there. In what way is that a bad thing? > > > > Why Michael follows his remark about a question f rom Marc > > with his reference to First Amendment rights is unclear. It > > would make more sense in relation to Jim Matiya's criticisms > > of Michael's language and tone in a couple of his recent > > postings (see below) followed by Bill Southerly's response, > > "This matter is being addressed". > > > > My immediate reaction to Bill's comment was a concern that > > some action was being considered in relation to Michael's > > comments that some people (most I suggest) find offensive. My > > own feeling about such comments is that if they are continued > > after objections have been made (as in the case of his use of > > "chicks" for women), then subsequent postings from Michael > > should be ignored. > > > > Of course we don't know w > > hat Bill meant by the matter being address
Re: [tips] for Marc Carter
Please add me to the list. Beth Benoit --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Are Panties Optional On Reality Dance Shows?
That reminds me of a funny section in a Jon Stossel video I show in my Human Sexuality class called "Sex in America." Jon's interviewing Peter Sprigg, from the Family Research Council (a conservative, Christian right-wing think tank) who is rather priggishly complaining that he has to be careful about the shows his children watch, and that the clicker is always at the ready. THEN he gives a very detailed description of the characters in one of the objectionable shows, and describes all the details of who is doing what to whom. The class always gets a kick out of it. But of course, he's only watching it so he knows what his children shouldn't watch! Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Correlation example
Here's an almost laughable example of "correlation is not causation" that some might find a good example for class. (Well, aren't they almost always laughable??) It's about a study that found that children who eat lots of candy are more likely to be arrested for violent behavior as adults. In all fairness, one researcher did try to encourage people to dig a little deeper: "Previous studies have found better nutrition leads to better behavior, in both children and adults. Moore said his results were not strong enough to recommend parents stop giving their children candies and chocolates. "This is an incredibly complex area," he said. "It's not fair to blame it on the candy." " But in my morning newspaper, neither that conclusion was posted, nor was the journal cited. Only the term "British researchers" was used. Here's the story: http://www.cbsnews.com/blogs/2009/10/01/crimesider/entry5355367.shtml Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Kitty Genovese/The Windy City
Jim,I hope you won't leave TIPS. You add a lot to our group. Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] ADHD and erectile dysfunction (student question)
I teach a human sexuality course, and while that has never come up (so to speak), I was curious to see what I could find. What I found answers your student's question through the back door: Childhood *ADHD* Predicts Risky *Sexual* Behavior in Young Adulthood.<http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie45uqR6%2bXzjOak63nn5Kx95uXxjL6vrUq3pbBIrq%2beSrinr1KzqJ5oy5zyit%2fk8Xnh6ueH7N%2fiVa%2bvtUuwqrJIsqykhN%2fk5VXj5KR84LPffuac8nnls79mpNfsVbCos02yrbJIpNztiuvX8lXk6%2bqE8tv2jAAA&hid=9>Full Text AvailableBy: Flory, Kate; Molina, Brooke S. G.; Pelham, Jr., William E.; Gnagy, Elizabeth; Smith, Bradley*. Journal of Clinical Child & Adolescent Psychology*, Nov2006, Vol. 35 Issue 4, p571-577, 7p, 2 charts, 2 graphs; DOI: 10.1207/s15374424jccp3504_8; (AN 22554740) This paper concluded the same thing: Learning Disabilities and Risk-Taking Behavior in Adolescents: A Comparison of Those With and Without Comorbid Attention-Deficit/Hyperactivity Disorder.<http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie45uqR6%2bXzjOak63nn5Kx95uXxjL6vrUq3pbBIrq%2beSrinr1KzqJ5oy5zyit%2fk8Xnh6ueH7N%2fiVa%2bvtUuwqrJIsqykhN%2fk5VXj5KR84LPkTeac8nnls79mpNfsVbGqtku3qLJIpNztiuvX8lXk6%2bqE8tv2jAAA&hid=9>Citation Only AvailableBy: McNamara, John; Vervaeke, Sherri-Leigh; Willoughby, Teena*. Journal of Learning Disabilities*, Nov/Dec2008, Vol. 41 Issue 6, p561-574, 14p, 2 charts; (AN 34839240) So apparently, their ADHD doesn't keep their sexual behavior - ummm...down, but contributes to it. Beth Benoit Granite State College Plymouth State University New Hampshire On Tue, Sep 29, 2009 at 1:16 PM, Rob Weisskirch wrote: > Tipsizens, > > A question came up (pun intended) in class discussion about ADHD. A > student asked if there's relationship between ADHD and erectile > dysfunction. After clearing up confusion about "arousal" not being sexual > arousal, the student wondered if men with unmedicated ADHD might lose > "focus" during intercourse and have erectile dysfunction. I surmised that > since sexual activity is a high arousal activity (cognitively and sexually), > I didn't think the participant would lose focus--but this was pure > speculation. > > Any ideas? > > Looking forward to what may come---hoping others have the balls to answer, > > Rob > Rob Weisskirch, MSW. Ph.D. > Associate Professor of Human Development > Certified Family Life Educator > Liberal Studies Department > California State University, Monterey Bay > 100 Campus Center, Building 82C > Seaside, CA 93955 > (831) 582-5079 > rweisski...@csumb.edu > > This message is intended only for the addressee and may contain > confidential, privileged information. If you are not the intended > recipient, you may not use, copy or disclose any information contained in > the message. If you have received this message in error, please notify the > sender by reply e-mail and delete the message. > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Cervical cancer vaccine and death
Actually, that's a pretty good Malapropism. Beth Benoit On Tue, Sep 29, 2009 at 12:15 PM, wrote: > > Ha ha. "Land mind." Does it mean anything, or should I simply not have come > to work sick today? > > Land mine - let people learn to be "better" by stepping on mines > (figuratively). > > Nancy M. > > > -Original Message- > From: drna...@aol.com > To: > Sent: Tue, Sep 29, 2009 9:13 am > Subject: Re: [tips] Cervical cancer vaccine and death > > Never mind the many thousands of conservative folk who believe that the > threat of contracting HPV and/or cervical cancer is an effective way to keep > girls and women "good" according to their definition of that word (however > you feel about it, it disregards the fact that many women who fit that > definition will get the disease through sex with their unfaithful husbands). > > Teaching morality via the land mind method. I love it. Not. > > Nancy Melucci > Long Beach City College > Long Beach CA > > > -Original Message- > From: Paul C Bernhardt > To: Teaching in the Psychological Sciences (TIPS) < > tips@acsun.frostburg.edu> > Sent: Tue, Sep 29, 2009 9:05 am > Subject: Re: [tips] Cervical cancer vaccine and death > > > This is Kahneman and Tversky framing of decisions stuff: Doing something > that is known to kill a certain number of people is less preferred decision > compared to doing nothing knowing that some people might die. If the news > article focused on the tens of thousands saved by the vaccine compared to > the tends of thousands who have morbidity and mortality from getting > cervical cancer the discussion about the unfortunate few who (allegedly) die > from the vaccine might shift away from outrage. > > -- > Paul Bernhardt > Frostburg State University > Frostburg, MD, USA > > > > On 9/29/09 10:19 AM, "Beth Benoit" wrote: > > > > > > > > Just after Mike Palij posted the suggestion that we take a look at the > article discussing the fact that there *will* be deaths following flu > vaccines, but they are likely to be deaths that would have occurred > naturally, this just came in to Google News: the death of a girl in England > after she was given the cervical cancer vaccine. The vaccination programs > has been halted while the situation is being examined. It should be > interesting to see if this is yet another correlation-without-causation > situation, or what factors are actually involved. > > > http://www.guardian.co.uk/society/2009/sep/29/cervical-cancer-vaccinations-postponed > > I imagine that even though the news that there have been over a million > doses given without anything like this happening, the program will face huge > challenges now. > > Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > > --- > > > To make changes to your subscription contact: > > > > > Bill Southerly (bsouthe...@frostburg.edu) > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Cervical cancer vaccine and death
Just after Mike Palij posted the suggestion that we take a look at the article discussing the fact that there *will* be deaths following flu vaccines, but they are likely to be deaths that would have occurred naturally, this just came in to Google News: the death of a girl in England after she was given the cervical cancer vaccine. The vaccination programs has been halted while the situation is being examined. It should be interesting to see if this is yet another correlation-without-causation situation, or what factors are actually involved. http://www.guardian.co.uk/society/2009/sep/29/cervical-cancer-vaccinations-postponed I imagine that even though the news that there have been over a million doses given without anything like this happening, the program will face huge challenges now. Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Freud and Poetry
Excellent idea, Michael. I found it here, where you can also listen to it: http://writersalmanac.publicradio.org/ <http://writersalmanac.publicradio.org/>Here's the poem: How It Will End by Denise Duhamel<http://writersalmanac.publicradio.org/author.php?auth_id=1794> We're walking on the boardwalk but stop when we see a lifeguard and his girlfriend fighting. We can't hear what they're saying, but it is as good as a movie. We sit on a bench to find out how it will end. I can tell by her body language he's done something really bad. She stands at the bottom of the ramp that leads to his hut. He tries to walk halfway down to meet her, but she keeps signaling *Don't come closer*. My husband says, "Boy, he's sure in for it," and I say, "He deserves whatever's coming to him." My husband thinks the lifeguard's cheated, but I think she's sick of him only working part-time or maybe he forgot to put the rent in the mail. The lifeguard tries to reach out and she holds her hand like Diana Ross when she performed "Stop in the Name of Love." The red flag that slaps against his station means strong currents. "She has to just get it out of her system," my husband laughs, but I'm not laughing. I start to coach the girl to leave the no-good lifeguard, but my husband predicts she'll never leave. I'm angry at him for seeing glee in their situation and say, "That's your problem—you think every fight is funny. You never take her seriously," and he says, "You never even give the guy a chance and you're always nagging, so how can he tell the real issues from the nitpicking?" and I say, "She doesn't nitpick!" and he says, "Oh really? Maybe he should start recording her tirades," and I say "Maybe he should help out more," and he says "Maybe she should be more supportive," and I say "Do you mean supportive or do you mean support him?" and my husband says that he's doing the best he can, that he's a lifeguard for Christ's sake, and I say that her job is much harder, that she's a waitress who works nights carrying heavy trays and is hit on all the time by creepy tourists and he just sits there most days napping and listening to "Power 96" and then ooh he gets to be the big hero blowing his whistle and running into the water to save beach bunnies who flatter him and my husband says it's not as though she's Miss Innocence and what about the way she flirts, giving free refills when her boss isn't looking or cutting extra large pieces of pie to get bigger tips, oh no she wouldn't do that because she's a saint and he's the devil, and I say, "I don't know why you can't admit he's a jerk," and my husband says, "I don't know why you can't admit she's a killjoy," and then out of the blue the couple is making up. The red flag flutters, then hangs limp. She has her arms around his neck and is crying into his shoulder. He whisks her up into his hut. We look around, but no one is watching us. "How It Will End" by Denise Duhamel. © Denise Duhamel. Reprinted with the permission of the author. (buy now<http://www.amazon.com/gp/redirect.html?ie=UTF8&location=http%3A%2F%2Fwww.amazon.com%2Fs%3Fie%3DUTF8%26x%3D19%26ref%255F%3Dnb%255Fss%26y%3D19%26field-keywords%3DDenise%2520Duhamel%26url%3Dsearch-alias%253Dstripbooks&tag=writal-20&linkCode=ur2&camp=1789&creative=390957> ) Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Sep 28, 2009 at 9:56 AM, Michael Britt < michael.br...@thepsychfiles.com> wrote: > I was listening today, as usual on my hour and a half commute to work, to > Garrison Keillor's wonderful "Writer's Almanac" (you can get it in iTunes > as a podcast if you're not near the radio when it's broadcast). He read a > very interesting poem today called "How It Will End". What makes it of > interest to us is that it's about a conversation between a man and wife as > they sit on the beach. They are talking about what they think another > couple on the beach are talking about. During the conversation you begin > to realize that the man and wife are actually revealing their own feelings > and thoughts about each other. > > Might make for an good class conversation/example about the Freudian > defense mechanism of projection. > > Michael > > > -- > Michael Britt, Ph.D. > Host of The Psych Files podcast > www.thepsychfiles.com > mich...@thepsychfiles.com > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Psychological research involving food
Here's a youtube video of the marshmallow experiment. I'm having trouble with my computer, so can't view this, but the description sounds right: http://www.youtube.com/watch?v=G7LN96jEXHc&feature=popular <http://www.youtube.com/watch?v=G7LN96jEXHc&feature=popular>Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Sep 24, 2009 at 9:54 AM, Christopher D. Green wrote: > > Britt, Michael wrote: > > I'm noodling with an idea and I was wondering if anyone in tips land can > help. Do you recall any research studies involving food in any way? > > > There was the study (perhaps someone can help with me tha author) in which > bowls of soup were rigged to automatically refill in order to see whether > participants used their own feeling of fullness, or the height of the soup > in the bowl, as the cue to stop eating. I think Peter Herman and Janet > Polivy (of U Toronto) have done a number of studies in which the > "incidental" eating for snacks during a "distactor task" was the dependent > variable. > > My old MA supervisor (Bernard Lyman of Simon Fraser U) wrote a book called > (I think) _The Psychology of Food: More than a Matter of Taste_ back in the > mid-1980s. > > Regards, > Chris > -- > > Christopher D. Green > Department of Psychology > York University > Toronto, ON M3J 1P3 > Canada > > > > 416-736-2100 ex. 66164 > chri...@yorku.ca > http://www.yorku.ca/christo/ > > == > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Gender Studies / Human Sexuality
>
> Wendi,
>
I teach a class in Human Sexuality. It seems that my class is run in a very
different way from yours, but I'd be interested to hear what kind of songs
from youtube you use to begin your class.
Beth Benoit
Granite State College
Plymouth State University
New Hampshire
> Here is the class I teach. The paper assignments are nested and designed
> to encourage
> 1) Self-focus, current, limited in perspective, somewhat exaggerated,
> and slightly negative, often constrained by a focus on perceived norms
> or others opinions;
> 2) Other focus, often hopeful and optimistic, broadens views of
> sexuality and future; (They complain about this but it is arguably the
> MOST important paper and the vast majority of the students report it is
> a positive experience with significant value for them.)
> 3) Self-focus, future-oriented, what am I seeking, discovery of personal
> needs and ways they are meeting those needs;
> 4) Experiential learning exercise, self in the world, experience of
> actually moving through a limitation that the person would like to leave
> behind. I always have students design this paper personally in a
> conference with me. It is almost always based on an issue they bring up
> in paper #1 (little did they know)).
> Students love the papers and often suggest that we should have done more
> of them, but the grading is too burdensome.
>
> I RARELY use class time purely for lecture and typically have
> discussion, guests, demonstrations, etc. I begin each lecture with a
> song (YouTube) related to the topic for the class. This can be a task
> assigned to students.
>
> The anatomy quizzes are partly done with play-doh. They construct what I
> tell them to, I show them a list, they point to it in their construction
> (if it is there) and if I recognize it, they earn a point for each. I
> record their score on a quiz and hand it to them to complete the written
> portion.
>
> It is great to invite a panel of about 10 people to answer questions
> that the class develops ahead of time in small groups. I try to have
> people of different ages, races, marital status and sexual orientation.
> I always include someone who can talk about a sexual assault and someone
> who can talk about unplanned pregnancy. I have been lucky to have people
> who talked about both abortion and adoption.
>
> Other assignments that have worked well: Letter to your rapist or
> description of a non-consensual sexual encounter or experience of a
> close friend or family member.
>
> Discussing abortion from the male perspective is eye-opening for many
> people and allows people to see that no matter what happens, the
> experience affects people deeply. It is important to have examples of
> personal accounts or experiences for this to work. I had the speech
> choir prepare a presentation to spark discussion and it was very moving.
>
> Enjoy!
> People change their lives in this class every year for the better. AND
> they love the class.
>
> -Original Message-
> From: Jean-Marc Perreault [mailto:jperrea...@yukoncollege.yk.ca]
> Sent: Tuesday, September 15, 2009 3:49 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Gender Studies / Human Sexuality
>
> Hi Everyone,
>
> I am looking for a course outline at the 200-level on Human Sexuality.
> It does not have to be a PSYC denomination.
>
> I have an instructor who has consistently delivered a very popular intro
> to human sexuality course over the past 5-6 years, and there is high
> demand for a 200-level offering. Because we are a small College, I need
> to model the new course on something pre-existing to facilitate transfer
> agreements with other Canadian institutions.
>
> Any leads would be greatly appreciated.
>
> Cheers!
>
> Jean-Marc
>
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>
> The information contained in this e-mail and any attachments thereto
> ("e-mail") is sent by Baker University ("BU") and is intended to be
> confidential and for the use of only the individual or entity named
> above. The information may be protected by federal and state privacy and
> disclosures acts or other legal rules. If the reader of this message is
> not the intended recipient, you are notified that retention,
> dissemination, distribution or copying of this e-mail is strictly
> prohibited. If you have received this e-mail in error please immediately
> notify Baker University by email reply and immediately and permanently
> delete this e-mail message and any attachments thereto. Thank you.
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Garrison Keillor Explains What A Stroke Feels Like
Louis,I'm glad you lived to tell the story. Thank you for sharing it with us. And thank you for not trying to drive *yourself* to the hospital. Another example of "the next one might be much worse." Beth Benoit Granite State College Plymouth State University New Hampshire On Sat, Sep 19, 2009 at 7:35 AM, Louis Schmier wrote: > > Beth, you ask what it felt like to experience a massive cerebral > hemorrahage. I’ll tell you. First, a caveat. I was to be told that I did > not have a burst arterial aneurism. I probably—in spite of seven > neuro-angiograms while I was in neuro-ICU at UF’s Shand’s Hospitlal, the > neurosurgeons aren’t sure—had either a burst vein or the capillaries in the > sub-arachnid area “blew.” Second, another caveat. I had no warning of what > was to come. I was two months from turning 67, but as my doctor told me > during a physical only two week earlier, I was in the peak of shape for a > man at 20 years younger than I was. I was power walking three-five miles > every other day. I had a light lifting with 10lb dumbbells regimen every > other day. I had no cholesterol problems; my blood pressure almost > bordered on that of a much younger athlete; I ate “good” foods, and so on. > > > > Anyway, it was, by the Jewish lunar calendar, a Friday two years ago > tomorrow—second day of Rosh Hashonah—at about 5:00 in the morning. I had > awaken as I always do, brewed a pot of coffee, went on the computer to do my > ritual Washington Post cross-word puzzle, got a cup of coffee, turned off > the kitchen lights, went into the unlit living room, sat in an easy chair > just to think in the dark. It wasn’t a day I was schedule to do a pre-dawn > walk. Suddenly, and it was sudden, my ears began to block up at if the air > pressure in the house had suddenly dropped. I tried to pop my ears. Didn’t > work. I pinched my nostrils and blew. Didn’t work. The blockage continued > to worsened to the point I was nearly deaf. I saw a car go by the house and > didn’t hear it as I normally might. Then, I got up out of the chair in an > effort to pop my ears. I couldn’t keep my balance. I experienced > severe—and I mean severe—vertigo. I had never had experienced anything like > it in my life. I tried to walk. With the first step, I literally fell back > onto the stuffed arm of the chair. I got up. Boy, was I unsteady. With > another step, I bounced off the wall separating the living room from the > dining room. Struggling not to fall flat on my face, I moved like a > pinball, reaching for, grabbing onto, bouncing, and crashing into the dining > room chairs, into the dining room buffet. Finally, I caromed, actually > fell, into the kitchen onto the floor. I grabbed the island to pick myself > up, tipping over a metal bowl that crashed onto the floor tiles. It was so > loud that it woke Susan sleeping in the master suite. I didn’t not hear the > noise. I was stone deaf. She came into the kitchen to yell at me for > making such a racket. Before she could say a word, I lurched towards her, > grabbed onto the counter in order not to fall and I told her, “Honey, > something’s wrong.” At that moment, I broke out into such a cascading cold > sweat broke out that poured off my face, down my bare chest (I wear only > bvds when I sleep), that I literally pooled water around me feet. I did > not have any headache; I didn’t feel any nausea. Then, everything stopped. > I got my balance back. My ears unblocked. Susan called our doctor’s > office. Since I didn’t have headaches or vomiting, they PA on call told her > to bring me in when the office opened at 8 am and they’d “express” me in. > The PA called back after talking with my personal doctor who by luck > happened to be on one of his very rare weekend calls. He said that if I got > any headaches or nausea Susan was to take me immediately to the ER. > Nothing. I called the Rabbi to tell him I wouldn’t be at services (I was > president of the congregation at the time). I called another member of the > congregation to ask him to take over my duties to doling out the honors. It > was now about 6 am. We had to wait around. I felt fine. It was as if the > previous hour hadn’t happened. I grabbed another cup of coffee and went > into the bathroom. Took a long hot show. Shaved. Brushed my teeth. > Wondering. Waiting. Nothing. I threw on some clothes. Waited around. At > 7:50am, we left the house, I opened the car door, sat in the seat, and was > hit by a sudden hearache. I opened the door, leaned out, and up came the > coffee. My memory stops at that moment and I have amnesia, total amnesia, > about what happened in the doctor’s office, Susan taking me to the hospital > ER, the MRI, being ambulanced to UF’s Sha
Re: [tips] Garrison Keillor Explains What A Stroke Feels Like
Louis,I'd be interested to hear details if you care to share them. I was thinking about your stroke when I heard Garrison describe his. Beth Benoit On Fri, Sep 18, 2009 at 3:52 PM, Louis Schmier wrote: > I can tell you specifics what a massive cerebral hemorrahage feels like. > > Make it a good day. > > --Louis-- > > > Louis Schmier > http://www.therandomthoughts.com > Department of History > http://www.therandomthoughts.edublogs.org > Valdosta State University > Valdosta, Georgia 31698 /\ /\ /\ /\ > (229-333-5947)/^\\/ \/ \ /\/\__/\ \/\ > / \/ \_ \/ > / \/ /\/ > \ /\ >//\/\/ /\ > \__/__/_/\_\\_/__\ > /\"If you want to climb > mountains,\ /\ > _ / \don't practice on > mole hills" - > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Garrison Keillor Explains What A Stroke Feels Like
I found it moderately interesting, but (perhaps predictably) containing much
more minute detail in areas that didn't seem interesting. However, her
detail about the brain itself and the process of a stroke should be good for
your students.
Beth Benoit
On Fri, Sep 18, 2009 at 3:50 PM, Marc Carter wrote:
>
>
> Has anyone read Jill Bolte Taylor's _My Stroke of Insight_? I saw her TED
> talk, and have assigned that as one of the texts for my "Self" freshman
> writing/speaking/critical-thinking courses. (We're piloting a new gen ed
> curriculum, and this is one of those.)
>
> Anyway, I haven't read it yet, but her talk was certainly interesting.
>
> m
>
>
> --
> Marc Carter, PhD
> Associate Professor and Chair
> Department of Psychology
> College of Arts & Sciences
> Baker University
> --
>
>
> --
> *From:* Beth Benoit [mailto:beth.ben...@gmail.com]
> *Sent:* Friday, September 18, 2009 2:29 PM
> *To:* Teaching in the Psychological Sciences (TIPS)
> *Subject:* Re: [tips] Garrison Keillor Explains What A Stroke Feels Like
>
> Thanks for submitting that, Sue. It should also be a lesson for us all:
> If you have symptoms like that, pull over and call 911. *Don't drive
> yourself to the hospital. *Had he had a second, perhaps more serious
> stroke shortly after the first one (which often happens), the results could
> have been much more tragic for him and perhaps others.
> Beth Benoit
> Granite State College
> Plymouth State University
> New Hampshire
>
> On Fri, Sep 18, 2009 at 3:10 PM, Frantz, Sue wrote:
>
>>
>> This is a short 2-minute video.
>>
>>
>>
>> “It’s numb, as if you’d been to the dentist and had 4 martinis. And you
>> feel this odd disconnect.”
>>
>>
>>
>> [image: nprnews] <http://twitter.com/nprnews>
>>
>> *nprnews <http://twitter.com/nprnews>* Garrison Keillor Explains What A
>> Stroke Feels Like http://su.pr/1E3dUb
>> *Fri, Sep 18 12:00:27 <http://twitter.com/nprnews/statuses/4085410288>from
>> Su.pr <http://su.pr/> *
>>
>>
>>
>> ---
>> To make changes to your subscription contact:
>>
>> Bill Southerly (bsouthe...@frostburg.edu)
>>
>>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>
>
> --
> The information contained in this e-mail and any attachments thereto
> ("e-mail") is sent by Baker University ("BU") and is intended to be
> confidential and for the use of only the individual or entity named above.
> The information may be protected by federal and state privacy and
> disclosures acts or other legal rules. If the reader of this message is not
> the intended recipient, you are notified that retention, dissemination,
> distribution or copying of this e-mail is strictly prohibited. If you have
> received this e-mail in error please immediately notify Baker University by
> email reply and immediately and permanently delete this e-mail message and
> any attachments thereto. Thank you.
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>
>
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)<>
Re: [tips] Garrison Keillor Explains What A Stroke Feels Like
Thanks for submitting that, Sue. It should also be a lesson for us all: If you have symptoms like that, pull over and call 911. *Don't drive yourself to the hospital. *Had he had a second, perhaps more serious stroke shortly after the first one (which often happens), the results could have been much more tragic for him and perhaps others. Beth Benoit Granite State College Plymouth State University New Hampshire On Fri, Sep 18, 2009 at 3:10 PM, Frantz, Sue wrote: > > This is a short 2-minute video. > > > > “It’s numb, as if you’d been to the dentist and had 4 martinis. And you > feel this odd disconnect.” > > > > [image: nprnews] <http://twitter.com/nprnews> > > *nprnews <http://twitter.com/nprnews>* Garrison Keillor Explains What A > Stroke Feels Like http://su.pr/1E3dUb > *Fri, Sep 18 12:00:27 <http://twitter.com/nprnews/statuses/4085410288>from > Su.pr <http://su.pr/> * > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)<>
[tips] Miss Conduct's Advice for Students
"Our (TIPS) own" Robin Abrahams posted this advice for students a while ago, and I always post it within my course. My students continue to appreciate it, and the beginning of a new term is a good time to remind everyone. She might be able to help our students to get past that helpless "I don't know what the professor wants" mindset... http://www.boston.com/bostonglobe/magazine/missconduct/2008/09/advice_for_stud.html Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Afterword on "alpha male"
Interesting thought, Stephen. The following article refers to the strategy as "sneak and rape," but doesn't give a term for the "sneakers" except that they are "low status males": http://zinjanthropus.wordpress.com/2009/07/23/what-to-beetles-cuttlefish-and-orangutans-all-have-in-common/ This article refers to them as "sneakers." I find this a little unwieldy, since of course that word also connotes a kind of footwear: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7J0V-4S934SC-5&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&_docanchor=&view=c&_acct=C50221&_version=1&_urlVersion=0&_userid=10&md5=2cee2d4ce361d5b9041c255f4c98c528 This one refers to "sneaking behaviors" in beetles, but, as in the previous articles, stops short of naming them: http://dbs.umt.edu/research_labs/emlenlab/abstracts/AnBehavPDF.pdf Finally, Michael Majerus rather uncreatively called them "sneaks": http://books.google.com/books?id=vDHOYPQ2mmYC&pg=PA12&lpg=PA12&dq=while+males+fighting+for+females+sneak&source=bl&ots=c-1X6Vynue&sig=6f1egneHYxLzXKL6oCCNLrspgoE&hl=en&ei=DAitSofHFsnflAfw6OGrBg&sa=X&oi=book_result&ct=result&resnum=1#v=onepage&q=&f=false I vote for "Omega" - if Alpha is the top of the heap, why not call the bottom of the heap by the last letter of the Greek alphabet? I was thinking maybe I could patent that, but alas, it seems I'm not the first to name that male "the Omega," while others refer to the "sneaker" as the Beta male. So I guess keeping in the Greek alphabet tradition, Beta and Omega are popular. Sociology appears to have already chosen "Omega" for the lowest-ranking member of a group, but I couldn't find any link for the Omega also having the behavior of sneaking to copulate while the Alpha contenders are, well, contending. Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Estonia
I've never been to Tartu, but have been to Tallinn, Estonia on a day trip across the Gulf of Finland, from Helsinki. A very interesting place, trying mightily to recover from the ravages of having been under Soviet domination for decades. The Wikipedia site for Tartu looks particularly well done, and gives a great deal of information about the town and university's history. Good luck! I'd love to go back again. And incidentally, Helsinki is one of my favorite cities in the world. Beth Benoit Granite State College Plymouth State University New Hampshire On Sat, Sep 12, 2009 at 9:49 AM, Truhon, Stephen wrote: > I will be attending a conference in Tartu, Estonia. Does any member have a > connection to the University of Tartu, especially in psychology? Any > suggestions of places to visit in Tartu? > > > Stephen A. Truhon, Ph.D. > Department of Psychology > Austin Peay State University > Clarksville, TN 37044 > > Truth in science can be defined as the working hypothesis best suited to > open the way to the next better one. > Konrad Lorenz > > 931-221-1452 or 931-221-6333 > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Positive psychology in the military
NPR's Talk of the Nation discussed a new program to use positive psychology to train soldiers. Martin Seligman was interviewed. Here's the link where you can also listen to the program: http://www.npr.org/templates/story/story.php?storyId=112717611 Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Affinity fraud vs. kinship selection
Interesting thoughts, John. Perhaps it was just taking advantage of people because he could. But Dave Myers, in the Social Psychology text I use (9th ed.), describes kin selection as "favoritism toward those who share our genes." And, as in the quote below from his text, later includes the word "tribe" as a further description of the favoritism, in a quote from E.O. Wilson: "We share common genes with many besides our relatives. Blue-eyed people share particular genes with other blue-eyed people. How do we detect the people in which copies of our genes occur most abundantly? As the blue-eyed example suggests, one clue lies in physical similarities. Also, in evolutionary history, genes were shared more with neighbors than with foreigners. Are we therefore biologically biased to be more helpful to those who look similar to us and those who live near us?... "Some evolutionary psychologists note that kin selection predisposes ethnic group favoritism - the root of countless historical and contemporary conflicts (Rushton, 1991). E. O. Wilson (1978) noted that kin selection is 'the enemy of civilization. If human beings are to a large extent guided...to favor their own relatives and *tribe* [italics mine], only a limited amount of global harmony is possible' (p. 167)." Of course, if this is a counter-example of kin selection, then of course, harmony didn't occur. If indeed this grouping could be considered an abuse of kin selection, then what was missing in Bernie that he ignored the tug of kin selection? Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Sep 10, 2009 at 7:18 AM, John Kulig wrote: > > Hello Beth > > Yes, social psychology in the real world! I hope some people with more > experience with kinship selection replies to this. It's my understanding > that kinship selection "works" with fairly close relatives, whose genetics > are more similar than randomly chosen individuals. In s nutshell, we > increase fitness by being altruistic to genetic relatives, even if it hurts > us as individuals. Hamilton's rule is r*B > C where B = benefit to others, B > = cost to us, and r = genetic relatedness to others. Hence the quip "I'd lay > down my life for two brothers or eight cousins". Our genes benefit, through > relatives, even if the individual carrying them does not. > > Bernie Madoff's Jewish associates were probably not direct relatives, so it > may just be a case of taking advantage of people he was already in contact > with. But, it is still an interesting question because members of an > Orthodox religious community can be close (I assume his was). So you'd > imagine his victims would be predominantly outside that group, which was not > the case. > > I just checked Wikipedia and they mention 'spiteful' acts, when you do a > harmful act to others AND yourself, but his situation doesn't fit that > either, since he benefited from the harm he inflicted. I think spiteful acts > can increase your fitness if you hurt rivals more than yourself - like > murdering a spouse or torching your own land to deprive rivals of your > resources. > > Though, didn't he put assets in his family's names to protect it??? If so, > his relatives would be benefited while he himself suffers the consequences. > I think there were recent court rulings about who controls the stolen > assets. > > -- > John W. Kulig > Professor of Psychology > Plymouth State University > Plymouth NH 03264 > -- > > - Original Message - > From: "Beth Benoit" > To: "Teaching in the Psychological Sciences (TIPS)" < > tips@acsun.frostburg.edu> > Sent: Wednesday, September 9, 2009 1:21:30 PM GMT -05:00 US/Canada Eastern > Subject: [tips] Affinity fraud vs. kinship selection > > > > > > Hello TIPSland, > I'm glad to see TIPS is back (or was it just me?). The following post was > rejected for three days and I got no TIPS mail during that time, so I am > reposting. I hope this doesn't turn out to be a repeat. Apologies in advance > if it does: > > > As America continues to marvel at the scoundrel Bernie Madoff became, I > have also been thinking his actions might be interesting to discuss in > social psychology classes. (First, I imagine you'll have to give a thumbnail > sketch of who he is and what he did, since some students may not even be > aware of this current news story.) > > > So here's the social psychology connection: When studying "kinship > selection" and other kinship concepts, how interesting it is that Bernie > engaged largely in "affinity fraud." >
[tips] Affinity fraud vs. kinship selection
Hello TIPSland,I'm glad to see TIPS is back (or was it just me?). The following post was rejected for three days and I got no TIPS mail during that time, so I am reposting. I hope this doesn't turn out to be a repeat. Apologies in advance if it does: As America continues to marvel at the scoundrel Bernie Madoff became, I have also been thinking his actions might be interesting to discuss in social psychology classes. (First, I imagine you'll have to give a thumbnail sketch of who he is and what he did, since some students may not even be aware of this current news story.) So here's the social psychology connection: When studying "kinship selection" and other kinship concepts, how interesting it is that Bernie engaged largely in "affinity fraud." According to the U.S. SEC (http://www.sec.gov/investor/pubs/affinity.htm): "Affinity fraud refers to investment scams that prey upon members of identifiable groups, such as religious or ethnic communities, the elderly, or professional groups. The fraudsters who promote affinity scams frequently are - or pretend to be - members of the group." Bernie's most lucrative target was his fellow Jews. He met many at country clubs, and it's likely that the "if it's too good to be true" maxim was overlooked. Did he appear to be more trustworthy because people are more likely to trust "one of their own"? Wikipedia lists ten other examples of affinity fraud, so if you do consider covering this as an interesting opposite to the kinship selection concept, you might want to read examples of other cases of affinity fraud. http://en.wikipedia.org/wiki/Affinity_fraud The first is a tax fraud known as the "slavery reparations scam," which offers a $5000 check to African Americans born before 1928, in exchange for a nifty little bit of information: the applicant's Social Security number. I wasn't able to find a single article in psychology journals on this topic, but still find it worth a mention in class. Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Spanking - an idea that won't go away
Here are some references, some with tangential findings:1. This study finds that African-American parents are more likely to deliver "mild physical punishment" in an atmosphere of helping children be better, while Caucasian-American parents (have we ruled on the use "caucasian" yet?) say it's wrong, but when they resort to it, they're agitated: Graziano, A.M. & Hamblen, J.L. (1996). Subabusive violence in child-rearing in middle-class American families. *Pediatrics, 98,* 845-848. 2. This article interviewed African-American parents, who described their discipline tactics: Mosby, L., Rawls, A.W., Meehan, A.L., Mays, E., & Pettinari, C.J. (1999). Troubles in interracial talk about discipline: An examination of African-American child rearing narratives. *Journal of Comparative Family Studies, 30, * 489-521. I have several others, but this probably makes the clearest case for more physical discipline in African-American families during childhood (but not adolescence). It's a longitudinal study: 3. Lansford, J.E., Deater-Deckard, K., Dodge, K.E., Bates, J.E. & Pettit, G.S. (2004). Ethnic differences in the link between physical discipline and later adolescent externalizing behaviors. *Journal of Child Psychology and Psychiatry, 45,* 801-812. That's my third post for the day. Back to writing syllabi Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Aug 31, 2009 at 3:17 PM, Ken Steele wrote: > Hi Jim: > > I can see why this article would generate lots of discussion. > > Before using this opinion piece, my first question would be: Is it true? > Do black parents spank their children more than white parents? > > Do you have references? > > Ken > > > Jim Clark wrote: > >> Hi >> >> In my culture and psych class I use an activity on spanking centered >> around a short magazine piece on use of spanking by Black parents. See >> >> http://io.uwinnipeg.ca/~clark/teach/3050/Act07-spanking.pdf >> >> Take care >> Jim >> >> >> James M. Clark >> Professor of Psychology >> 204-786-9757 >> 204-774-4134 Fax >> j.cl...@uwinnipeg.ca >> > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Spanking - an idea that won't go away
What an interesting article, Jim. It agrees with developmental findings that I've read about African-American attitudes toward parenting, but honestly, I've hesitated to discuss this in class. I have very few black students, and worry that if I interjected this, it could be oversimplified and misconstrued. I'd be very interested if you'd share a little of what your students think about the article. Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Aug 31, 2009 at 2:06 PM, Jim Clark wrote: > Hi > > In my culture and psych class I use an activity on spanking centered around > a short magazine piece on use of spanking by Black parents. See > > http://io.uwinnipeg.ca/~clark/teach/3050/Act07-spanking.pdf > > Take care > Jim > > > James M. Clark > Professor of Psychology > 204-786-9757 > 204-774-4134 Fax > j.cl...@uwinnipeg.ca > > >>> Beth Benoit 31-Aug-09 1:00:30 PM >>> > I've found it interesting that every year since I began teaching at the > college level (in 1993), when I ask how many of my Human Development and > Child Psychology students were ever spanked, the numbers become smaller. > In 1993 when I would ask that question, maybe one or two out of a class of > 40 or 50 would say they'd never been spanked. It was so unusual that heads > would turn to check out this strange creature, and the person was often > asked, "So how did your parents discipline you?" > > But over the years, as the number of the "unspanked" increased, I've found > that more and more students marvel that there are parents who did spank. > (Remember that most of these students would have been children in the > early > nineties.) > > It's my understanding that spanking is more commonly accepted in Southern > states - at least, according to > > http://www.childinjurylawyerblog.com/2009/08/spanking_in_tennessee_and_sout_1.html > , > it's still legal within many of the school systems. And a study done as > long ago as 1996, entitled "Regional differences in spanking experiences > and > attitudes: A comparison of northeastern and southern college students," by > Clifton Flynn, found exactly this: that students in northeastern colleges > were less likely to have been spanked and less likely to approve than > students in southern colleges. It appeared in Journal of Family > > Violence, > Vol 11(1), Mar, 1996. pp. 59-80. > > Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > On Mon, Aug 31, 2009 at 1:41 PM, Michael Britt < > michael.br...@thepsychfiles.com> wrote: > > > In the latest episode of my podcast I interviewed the author of a > > great parenting book: Raising Children You Can Live With. Although > > the author discuss a lot of great ideas regarding how to interact with > > your child, it seems that my brief thoughts regarding the > > ineffectiveness of spanking is getting the most response. There's an > > interesting comment on the episode from a listener who strongly feels > > that spanking is needed in response to certain behaviors. You'll see > > my response as well. Also, I feel there's a nice "marriage" I think > > between behavioristic and humanistic philosophies in the author's > > approach to dealing with undesirable behavior from children. Since > > spanking is an experience that most students have had, the episode > > could make for an interesting discussion or homework around these two > > different approaches to modifying a child's behavior. If you want to > > check it out: > > > > http://bit.ly/vj4dZ > > > > Michael > > > > -- > > Michael Britt, Ph.D. > > Host of The Psych Files podcast > > www.thepsychfiles.com > > mich...@thepsychfiles.com > > > > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly (bsouthe...@frostburg.edu) > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Spanking - an idea that won't go away
I've found it interesting that every year since I began teaching at the college level (in 1993), when I ask how many of my Human Development and Child Psychology students were ever spanked, the numbers become smaller. In 1993 when I would ask that question, maybe one or two out of a class of 40 or 50 would say they'd never been spanked. It was so unusual that heads would turn to check out this strange creature, and the person was often asked, "So how did your parents discipline you?" But over the years, as the number of the "unspanked" increased, I've found that more and more students marvel that there are parents who did spank. (Remember that most of these students would have been children in the early nineties.) It's my understanding that spanking is more commonly accepted in Southern states - at least, according to http://www.childinjurylawyerblog.com/2009/08/spanking_in_tennessee_and_sout_1.html, it's still legal within many of the school systems. And a study done as long ago as 1996, entitled "Regional differences in spanking experiences and attitudes: A comparison of northeastern and southern college students," by Clifton Flynn, found exactly this: that students in northeastern colleges were less likely to have been spanked and less likely to approve than students in southern colleges. It appeared in Journal of Family Violence, Vol 11(1), Mar, 1996. pp. 59-80. Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Aug 31, 2009 at 1:41 PM, Michael Britt < michael.br...@thepsychfiles.com> wrote: > In the latest episode of my podcast I interviewed the author of a > great parenting book: Raising Children You Can Live With. Although > the author discuss a lot of great ideas regarding how to interact with > your child, it seems that my brief thoughts regarding the > ineffectiveness of spanking is getting the most response. There's an > interesting comment on the episode from a listener who strongly feels > that spanking is needed in response to certain behaviors. You'll see > my response as well. Also, I feel there's a nice "marriage" I think > between behavioristic and humanistic philosophies in the author's > approach to dealing with undesirable behavior from children. Since > spanking is an experience that most students have had, the episode > could make for an interesting discussion or homework around these two > different approaches to modifying a child's behavior. If you want to > check it out: > > http://bit.ly/vj4dZ > > Michael > > -- > Michael Britt, Ph.D. > Host of The Psych Files podcast > www.thepsychfiles.com > mich...@thepsychfiles.com > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Outrageous (im)portune(ing)
Well, since I haven't instituted the texting-results-in-a-mark-of-absence yet, I haven't worked that out. I'd guess that when I see someone texting, I can pause and when I have their attention, say, "I sure, having read the syllabus, you're aware of the policy on texting." Then get out my pen and mark them absent. I'm glad you brought it up, Joan, because it gave me the chance to think of my response in advance. Beth Benoit On Wed, Aug 19, 2009 at 1:46 PM, Joan Warmbold wrote: > Beth, I totally agree with your idea of changing present to absent if > they do text, especially if you inform them of this policy in the > syllabus. However, when would you inform a particular student that such > has occurred--during or after the class? This dependency on constantly > connecting with others which necessitates ignoring and missing out on > what's going on around them (i.e., not "being in the moment") would make > for a very interesting discussion topic. > > BTW, I have had my cell phone ring during class a couple of times and it > the few times this has occurred, the class has erupted with laughter as > they know how we instructors really don't like cell phones. > > Joan > jwarm...@oakton.edu > > > When my students say they missed class, they usually follow it with, "Did > > I > > miss anything?" As per a great list of possible answers that I got from > > TIPS years ago, I reply, with a rather affected glint of humor in my eye, > > "Why, no. When you didn't show up, we just canceled class." That > usually > > makes them see the silliness of their question. I then add, seriously, > > that > > they're responsible for anything that happened in class and they might > > look > > for a good student and ask to borrow their notes. > > I'm also toying with the idea of changing an attendance grade from > > "present" > > to "absent" if they text during class, and saying in my syllabus that I > > will > > do this. My rationale is that if they're busy texting, they're not > paying > > attention (and are even more disruptive - to me - than if they're absent) > > and are thus, essentially, absent. I like this idea better than Louis' > > four > > dozen doughnuts penalty. I don't need the calories and they can't use > the > > "I don't have the money" excuse. Of course, I have to make sure that I > > don't have my own cell phone going off during class!! And this will only > > work if you routinely take attendance. (I do.) > > > > How do TIPSters feel about this? It's not going to kill them to keep > > their > > thumbs off their cellphones for an hour. > > > > Beth Benoit > > Granite State College > > Plymouth State University > > New Hampshire > > > > On Wed, Aug 19, 2009 at 11:50 AM, Marc Carter > > wrote: > > > >> > >> Well, my perennial favorite (this is common to many of you, I'm sure) > >> is, > >> "I'm sorry I missed class today. Did we do anything important?" > >> > >> -- > >> Marc Carter, PhD > >> Associate Professor and Chair > >> Department of Psychology > >> College of Arts & Sciences > >> Baker University > >> -- > >> > >> > -Original Message- > >> > From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] > >> > Sent: Wednesday, August 19, 2009 10:23 AM > >> > To: Teaching in the Psychological Sciences (TIPS) > >> > Subject: [tips] Outrageous (im)portune(ing) > >> > > >> > A misguided friend of mine, retired not too long, decided to > >> > go back to teaching. He discovered something new this time: > >> > an elevation in the level of student chutzpah. > >> > > >> > For example, one of his students e-mailed him that he had > >> > received 73% for a B, and asked for a free 2% so his mark > >> > could be upgraded to a B+. > >> > My friend commented that this student seemed to think of > >> > university grades the way someone in a restaurant thinks of > >> > the bread basket: could I have more, please? > >> > > >> > Another of his students e-mailed him that he missed a good > >> > part of the course and the first test because he was on > >> > vacation and didn't realize that the course didn't wait for > >> > him to get back. He asked that his grade be based on the > >&
Re: [tips] Outrageous (im)portune(ing)
When my students say they missed class, they usually follow it with, "Did I
miss anything?" As per a great list of possible answers that I got from
TIPS years ago, I reply, with a rather affected glint of humor in my eye,
"Why, no. When you didn't show up, we just canceled class." That usually
makes them see the silliness of their question. I then add, seriously, that
they're responsible for anything that happened in class and they might look
for a good student and ask to borrow their notes.
I'm also toying with the idea of changing an attendance grade from "present"
to "absent" if they text during class, and saying in my syllabus that I will
do this. My rationale is that if they're busy texting, they're not paying
attention (and are even more disruptive - to me - than if they're absent)
and are thus, essentially, absent. I like this idea better than Louis' four
dozen doughnuts penalty. I don't need the calories and they can't use the
"I don't have the money" excuse. Of course, I have to make sure that I
don't have my own cell phone going off during class!! And this will only
work if you routinely take attendance. (I do.)
How do TIPSters feel about this? It's not going to kill them to keep their
thumbs off their cellphones for an hour.
Beth Benoit
Granite State College
Plymouth State University
New Hampshire
On Wed, Aug 19, 2009 at 11:50 AM, Marc Carter wrote:
>
> Well, my perennial favorite (this is common to many of you, I'm sure) is,
> "I'm sorry I missed class today. Did we do anything important?"
>
> --
> Marc Carter, PhD
> Associate Professor and Chair
> Department of Psychology
> College of Arts & Sciences
> Baker University
> --
>
> > -Original Message-
> > From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca]
> > Sent: Wednesday, August 19, 2009 10:23 AM
> > To: Teaching in the Psychological Sciences (TIPS)
> > Subject: [tips] Outrageous (im)portune(ing)
> >
> > A misguided friend of mine, retired not too long, decided to
> > go back to teaching. He discovered something new this time:
> > an elevation in the level of student chutzpah.
> >
> > For example, one of his students e-mailed him that he had
> > received 73% for a B, and asked for a free 2% so his mark
> > could be upgraded to a B+.
> > My friend commented that this student seemed to think of
> > university grades the way someone in a restaurant thinks of
> > the bread basket: could I have more, please?
> >
> > Another of his students e-mailed him that he missed a good
> > part of the course and the first test because he was on
> > vacation and didn't realize that the course didn't wait for
> > him to get back. He asked that his grade be based on the
> > tests given after his return.
> >
> > Note that in both cases, the outrageous requests were made by e-mail.
> > Coincidence? I think not. It seems to me that now that the
> > twittering facebook generation has become comfortable with
> > e-mailing their profs, we can expect much more of the same.
> > What they wouldn't dare ask for over the phone or in person
> > is worth a try by e-mail. Maybe I'll get lucky, they think.
> >
> > My friend asked me whether students at Bishop's behaved like
> > this. Not then, I replied, but probably now. And in the
> > spirit of the irrepressible Michael S. I throw the question
> > out to the list:
> >
> > Do you have any examples of your own of outrageous
> > importuning, in particular by e-mail, but also by other
> > means? Send me something.
> >
> > Stephen
> >
> > -
> > Stephen L. Black, Ph.D.
> > Professor of Psychology, Emeritus
> > Bishop's University e-mail: sbl...@ubishops.ca
> > 2600 College St.
> > Sherbrooke QC J1M 1Z7
> > Canada
> >
> > Subscribe to discussion list (TIPS) for the teaching of
> > psychology at http://flightline.highline.edu/sfrantz/tips/
> > --
> > -
> >
> > ---
> > To make changes to your subscription contact:
> >
> > Bill Southerly (bsouthe...@frostburg.edu)
> >
>
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> ---
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>
> Bill Southerly (bsouthe...@frostburg.edu)
>
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] grade worse than F?
I applaud British Columbia's Simon Fraser U. for this move. I also think that when a FD is averaged in, it should be averaged as a "0" rather than a 60 as it is in some (many?) places. In America, we have the equivalent in the military: Dishonorable Discharge. Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Aug 19, 2009 at 7:59 AM, John Kulig wrote: > > I have served on academic dishonesty panels before, and have alot of > questions about how the FD (failure with dishonesty, for cheating) would be > implemented, esp since the chairperson assigns the grade, but for now wanted > to pass this on to tips ... > > > http://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20090812/bc_sfu_cheating_090812/20090812?hub=BritishColumbia > > -- > John W. Kulig > Professor of Psychology > Plymouth State University > Plymouth NH 03264 > -- > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Worthy textbooks
I've been happiest with the Sue brothers' text, *Understanding Abnormal Psychology.* For personality, you'll need to decide whether you want to go with theorists (in which case, Schultz and Schultz, *Theories of Personality *is probably as good as any), or a more generalized study of the field (my first choice), in which case, I used and loved Buss' *Personality Psychology: Domains of Knowledge about Human Nature*. David Buss, of course, is da man in the field of Personality, IMHO. Beth Benoit Granite State College Plymouth State University New Hampshire On Tue, Aug 18, 2009 at 1:03 PM, David Wasieleski wrote: > > We've used Comer's text for years in Abnormal. Highly recommended, as it's > got a balance of depth and readability. Also, the ancillaries (particularly > short film segments and such) are great. Comer, R.J. (2010). *Abnormal > Psychology* (7th ed.) New York: Worth. > > I teach theories of personality, and I have never found a book I have > LOVED. I use Burger: > Burger, J.M. (2008) *Personality (7th edition)*. Belmont, CA: Wadsworth. > > Good luck! > David > > > > At 12:53 PM 8/18/2009, you wrote: > > Hi all. > > I would like to solicit the opinion of those who have experience teaching > Personality and Abnormal. > > Normally, these were taught by the "clinical guy", but I find that I will > now have the pleasure of teaching them this coming Winter. > > Would those on TIPS please nominate their first couple of choices for best > textbooks with regard to teaching Personality and Abnormal. Hopefully said > textbooks would include good ancillaries, or if not, please post on what > ancillaries would also be recommended. > > Thanks in advance > > --Mike > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > David T. Wasieleski, Ph.D. > Professor > Department of Psychology and Counseling > Valdosta State University > Valdosta, GA 31698 > 229-333-5620 > http://chiron.valdosta.edu/dtwasieleski > > "The only thing that ever made sense in my life > is the sound of my little girl laughing through the window on a summer > night... > Just the sound of my little girl laughing > makes me happy just to be alive..." > --Everclear >"Song from an American Movie" > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Yet another reason NOT to have sleep apnea:
You'll live forever! Who knew? And we thought our chance of dying is 100%. Johns Hopkins study finds sleep apnea victims 50 percent more *...*<http://www.nydailynews.com/lifestyle/health/2009/08/18/2009-08-18_sleep_apnea_a_deadly_risk_factor_docs_find.html> New York Daily News - 2 hours ago Adults who suffered from severe sleep apnea, blocking their breathing and interrupting their sleep, were almost 50% more likely to die than those with normal respiration, according to a large, taxpayer-funded study. Interestingly, since I first cut and pasted this from the online source, they changed the wording to "Severe sleep apnea raises the risk of dying early by 46 percent..." But the comments posted below it refer to its original poor wording. Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] News: Cash for Courses - Inside Higher Ed
I can't imagine that an online course would last long if it were taught by someone who has 50-100 online courses to teach. There would be no rehiring, since there aren't enough hours in the day for one person to actually run that many. And the message would quickly go out that that person isn't doing the job. I typically teach two online courses per semester - once in a while three - at one college (Granite State College) and then have one or two regular classroom courses (at Plymouth State University). The online courses require about twice as much time on my part as the classroom courses - and that's with a cap of 20 students per class. Maybe the diploma mill places would do it, but that's a whole different problem. Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Aug 17, 2009 at 9:58 AM, wrote: > I was just about to forward to my dept a psychteach post from today that > "advertizes" someone's services as a distance learning professor--he is > looking for more courses to teach. > > This is what I envision: a few enterprising people getting very rich > teaching maybe 50 or 100 online courses a semester--same course offered > through many colleges nationwide--and maybe sponsored by not just pharma > companies, but any company--blog sites, twitter come to mind as well as any > electronics that could be used with the course for say, listening to > podcasts, and seeing video segments, and finally any foods or beverages > (alcoholic included, after all pharma is there already) that young college > students like. > > The future of education?? > > Annette > > > Annette Kujawski Taylor, Ph.D. > Professor of Psychology > University of San Diego > 5998 Alcala Park > San Diego, CA 92110 > 619-260-4006 > tay...@sandiego.edu > > > Original message > >Date: Mon, 17 Aug 2009 08:44:03 -0400 > >From: "Christopher D. Green" > >Subject: [tips] News: Cash for Courses - Inside Higher Ed > >To: "Teaching in the Psychological Sciences (TIPS)" < > tips@acsun.frostburg.edu> > > > > I can see it now: > > > > "Welcome to Psy327 - Psychopharmacology, brought to > > you by Eli Lilly, makers of Prozac. When you're > > feeling down, ask your doctor about Prozac. And now > > on to the course..." > > > > http://www.insidehighered.com/news/2009/08/17/ccsf > > > > Chris > > -- > > > > Christopher D. Green > > Department of Psychology > > York University > > Toronto, ON M3J 1P3 > > Canada > > > > > > > > 416-736-2100 ex. 66164 > > chri...@yorku.ca > > http://www.yorku.ca/christo/ > > > > == > > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly (bsouthe...@frostburg.edu) > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Why Do Single Women Go After Married Men?
Only mediocrevores would go for BK anyhow. (I'm showing off that I'm also a Robin Abrahams groupie. I read her blog at the site listed uner her name. All you TIPSfolk are giving me a lot of extra reading to do, starting with Sue Frantz' blog.) Beth Benoit Granite State College Plymouth State University New Hampshire On Fri, Aug 14, 2009 at 3:30 PM, Robin Abrahams wrote: > Well, if the men were wearing those freaky BK King masks, you can hardly > blame the women. > > Robin Abrahams > www.robinabrahams.com > > My first book, "Miss Conduct's Mind Over Manners," is available now > wherever books are sold! (Or if not, ask the bookseller to order more. > Politely!) > > --- On *Fri, 8/14/09, Jim Clark * wrote: > > > From: Jim Clark > Subject: RE: [tips] Why Do Single Women Go After Married Men? > To: "Teaching in the Psychological Sciences (TIPS)" < > tips@acsun.frostburg.edu> > Date: Friday, August 14, 2009, 2:21 PM > > Hi > > I'm reminded of a study in which attractive and unattractive people were > dressed in various outfits (Armani, Burger King). Women preferred less > attractive men in Armani to attractive men in BK outfits. Men simply went > for physical attractiveness. > > Take care > Jim > > James M. Clark > Professor of Psychology > 204-786-9757 > 204-774-4134 Fax > j.cl...@uwinnipeg.ca <http://mc/compose?to=j.cl...@uwinnipeg.ca> > > Department of Psychology > University of Winnipeg > Winnipeg, Manitoba > R3B 2E9 > CANADA > > > >>> "DeVolder Carol L" > >>> http://mc/compose?to=devoldercar...@sau.edu>> > 14-Aug-09 2:02 PM >>> > A couple of points--many women wouldn't turn down advances from Brad Pitt > regardless of his marital status. His other attributes far outweigh that > one. > I think a married woman represents a challenge for some women--to see if > she can come across as desirable even to men otherwise committed.Talk about > ego-building! > Ugly clothes, huh? I like that one. Even if it does presume that women are > superficial... :) > > Carol > > > > Carol L. DeVolder, Ph.D. > Professor of Psychology > Chair, Department of Psychology > St. Ambrose University > 518 West Locust Street > Davenport, Iowa 52803 > > Phone: 563-333-6482 > e-mail: devoldercar...@sau.edu<http://mc/compose?to=devoldercar...@sau.edu> > web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm > > The contents of this message are confidential and may not be shared with > anyone without permission of the sender. > > > > -Original Message- > From: Robin Abrahams > [mailto:robina...@yahoo.com<http://mc/compose?to=robina...@yahoo.com>] > > Sent: Fri 8/14/2009 1:59 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: Re: [tips] Why Do Single Women Go After Married Men? > > This is why I deliberately buy my husband ugly clothes. > > Robin Abrahams > > www.robinabrahams.com > > > > My first book, "Miss Conduct's Mind Over Manners," is available now > wherever books are sold! (Or if not, ask the bookseller to order more. > Politely!) > > --- On Fri, 8/14/09, Beth Benoit > http://mc/compose?to=beth.ben...@gmail.com>> > wrote: > > From: Beth Benoit > http://mc/compose?to=beth.ben...@gmail.com> > > > Subject: Re: [tips] Why Do Single Women Go After Married Men? > To: "Teaching in the Psychological Sciences (TIPS)" < > tips@acsun.frostburg.edu <http://mc/compose?to=t...@acsun.frostburg.edu>> > Date: Friday, August 14, 2009, 1:56 PM > > > > > > > > Just a thought here. Might women be looking at the unmarried men and > wondering why they're unmarried, and thinking there might be something less > desirable about a man who's - just to pursue a stereotype here - unmarried > and living with his mother? > > > I like Mike's suggestion that married men might be seen as "pre-screened." > Beth BenoitGranite State CollegePlymouth State UniversityNew Hampshire > > > > On Fri, Aug 14, 2009 at 2:29 PM, Don Allen > http://mc/compose?to=dal...@langara.bc.ca>> > wrote: > > > > > > > > > Hardly a surprising finding. How many women would turn down an advance from > Brad Pitt because he was married? Marriage just seems to be another one of > those "fitness" markers such as wealth or status that women use in mate > selection. Once again evolution trumps morality. > > > > -Don. > > Don Allen > Dept. of Psychology > Langara College > 100 W. 49th Ave. > Vancouver, B.C. > C
Re: [tips] Why Do Single Women Go After Married Men?
Just a thought here. Might women be looking at the unmarried men and wondering *why* they're unmarried, and thinking there might be something less desirable about a man who's - just to pursue a stereotype here - unmarried and living with his mother? I like Mike's suggestion that married men might be seen as "pre-screened." Beth Benoit Granite State College Plymouth State University New Hampshire On Fri, Aug 14, 2009 at 2:29 PM, Don Allen wrote: > Hardly a surprising finding. How many women would turn down an advance > from Brad Pitt because he was married? Marriage just seems to be another one > of those "fitness" markers such as wealth or status that women use in mate > selection. Once again evolution trumps morality. > > -Don. > > Don Allen > Dept. of Psychology > Langara College > 100 W. 49th Ave. > Vancouver, B.C. > Canada V5Y 2Z6 > Phone: 604-323-5871 > > > - Original Message - > From: Mike Palij > Date: Friday, August 14, 2009 7:00 am > Subject: [tips] Why Do Single Women Go After Married Men? > To: "Teaching in the Psychological Sciences (TIPS)" > Cc: Mike Palij > > > Or do they? > > > > An interesting blog entry in the NY Times this week describes a > > study in the Journal of Experimental Social Psychology that varied > > descriptions of males and females as being single or married/attached. > > Quoting from the blog entry: > > > > |To the men in the experiment, and to the women who were > > |already in relationships, it didn't make a significant > > difference > > |whether their match was single or attached. But single women > > |showed a distinct preference for mate poaching. When the man > > |was described as unattached, 59 percent of the single women > > |were interested in pursuing him. When that same man was > > described > > |as being in a committed relationship, 90 percent were interested. > > > > Of course, as the researchers explain, "most women who engage > > in mate poaching do not think the attached status of the target > > played a role in their poaching decision, but our study shows this > > belief to be false." > > > > A married man, apparently, has been "pre-screened", has been > > found "passing the test for matehood", and, thus, is a desirable > > "commodity". > > > > Gee, guys, I hadn't realized how objectified we have been for so long. > > I feel, what is the proper word, used? ;-) > > > > For more (or less) see the blog entry: > > http://tierneylab.blogs.nytimes.com/2009/08/13/do-single-women- > > seek-attached-men/?em > > > > If you were really interested in the article you would locate it and > > read it yourself: > > > > Parker, J. & Burkley, M. Who's chasing whom? The impact > > of gender and relationship status on mate poaching, Journal > > of Experimental Social Psychology, Volume 45, Issue 4, July > > 2009, > > Pages 1016-1019, ISSN 0022-1031, DOI: 10.1016/j.jesp.2009.04.022. > > (http://www.sciencedirect.com/science/article/B6WJB-4W6Y5S3- > > 1/2/dc59df25a980557415a8385ea7efe80a ) > > Abstract: > > Are women more interested in men who are already in a > > relationship? Female and male participants who were single > > or in a relationship viewed information about an opposite-sex > > other and indicated their interest in pursuing this target. > > Half of the participants were told that the target was single > > and half read that the target was currently in a relationship. > > The results showed that only single women were more interested > > in pursuing an attached target rather than a single target. > > We discuss how these results add to what is already known about > > mate poaching. > > Keywords: Mate poaching; Cheating; Gender; Relationship status > > > > Why do I get the feeling that "mate poaching" will be the next > > big topic to be researched by undergraduates this coming academic > > year? ;-) > > > > -Mike Palij > > New York University > > m...@nyu.edu > > > > > > > > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly (bsouthe...@frostburg.edu) > > > > Don Allen > Dept. of Psychology > Langara College > 100 W. 49th Ave. > Vancouver, B.C. > Canada V5Y 2Z6 > Phone: 604-323-5871 > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Phantosma: And I Can't Get It Out of My Head
I'd hardly call myself a Proust scholar, but I do know that Proust's famous "madeleine memory" was actually from *Swann's Way*. He refers to the memory-invoking smell and taste of those delightful little pastries on p. 47 of my copy, which was translated by Lydia Davis: "And suddenly the memory appeared. That taste was the taste of the little piece of madeleine which on Sunday mornings at Combray (because that day I did not go out before it was time for Mass), when I went to say good morning to her in her bedroom, my aunt Leonie would give me after dipping it in her infusion of tea or lime blossom. The slight of the little madeleine had not reminded me of anything before I tasted it; perhaps because I had often seen them since, without eating them, on the shelves of the pastry shops, and their image had therefore left those days of Combray and attached itself to others more recent; perhaps because of these recollections abandoned so long outside my memory, nothing survived, everything had come apart; the forms and the form, too, of the little shell made of cake, so fatly sensual within its severe and pious pleating - had been destroyed, or, still half asleep, had lost the force of expansion that would have allowed them to rejoin my consciousness. but, when nothing susbsists of an old past, after the death of people, after the destruction of things, alone, frailer but more enduring, more immaterial, more persistent, more faithful, [the following italics are mine. B.B.] *smell and taste still remain for a long time, like souls, remembering, waiting, hoping upon the ruins of all the rest, bearing without giving way, on their almost imnpalpable droplet, the immense edifice of memory.*" Beth Benoit Granite State College Plymouth State University New Hampshire On Fri, Aug 14, 2009 at 8:55 AM, Mike Palij wrote: > There is an article in the NY Times this week by a person with > "phantosma", a condition in which one has olfactory hallucinations. > In this particular case, a real olfactory experience gives rise to > the persistent re-experience of the odor. This raises the question > of whether this is actually an olfactory hallucination or an intrusive > memory comparable to the types of memories that people with PTSD > report about their traumatic experience. The article doesn't make > this connection but it does suggest how certain cognitive techniques > might be useful in dealing with the condition (e.g., focusing attention > on something else instead of the re-experienced odors). For more, > see: > http://www.nytimes.com/2009/08/11/health/11cases.html?_r=1&ref=science > > Didn't Proust in his "In Search of Lost Time" series (NOTE: the French > title "A la Recherche du Temps Perdu" was previously translated as > "Remembrance of Things Past") give odor memories a particular role > in his narrative? I have a newly obtained set of "Lost Time" but have > not had the time to read it yet. Any Proust scholars out there? Or > are they all watching "Little Miss Sunshine"? ;-) > > -Mike Palij > New York University > m...@nyu.edu > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] question
Martin Bolt gave me permission, and I'll give David Anderson credit as well, to cite the list for all. Here it is: "David Anderson describes a classroom exercise that will effectively demonstrate that science is equipped to answer some questions but not others. Science is not the only way to approach life. To help students understand where science fits into the larger picture, place the following series of statements on the chalkboard before class begins. 1. God is dead. 2. The best things in life are free. 3. Shakespeare's *Richard III* is a better play than *Romeo and Juliet.* 4. Abortion is wrong. 5. There is a genetic predisposition to schizophrenia. 6. The mind is just like a computer. 7. Attitudes affect cancer. 8. Pornography is harmful. 9. 2+2=4. Ask students how they would establish the validity of each statement. To get them thinking, ask them about the courses they have had that might have addressed these issues. Who on the faculty might be interested in these issues, or which department might discuss them? Clearly, there is more than one approach to "truth." Note that each perspective has its questions and limits. Conclude that the various disciplines and perspectives need not be viewed as competing but as complementary. Anderson, D. (1997, January). First day: Experimental psychology. Teaching in the Psychological Sciences (TIPS - Online Discussion Group)." Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Re: [tips] word confusions
> > Sorry, this was sent before I finished yesterday, and that half-written, > unsigned post was my Infamous #3 for the day: > tedious phrases like: > in and of themselves > no way, shape or form > words that don't need to be hyphenated, but students do anyhow: > pre-occupied > self-esteem bio-feedback words that need to be hyphenated, but students don't: mood-congruent memories And my all-time least favorite: "I could care less" when, of course, "I couldn't care less" is intended. Of course, that's more a spoken phenomenon (though I saw it three times in a novel I just finished), but it sets my teeth on edge. As does, "No problem," when what's intended is, "You're welcome." > > Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > > On Tue, Aug 11, 2009 at 3:24 PM, Beth Benoit wrote: > >> Oftentimes when "often" workspreventative instead of preventive >> can not instead of cannot >> tedious phrases like: >> >> >> > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] question
Martin,I use Dave Myers' Intro text and have the amazing (huge) Instructor's Resources binder. There's so MUCH in there (I hope I meet Martin Bolt some day so I can tell him what a groupie I am) that I do miss suggested exercises. For example, the first chapter (critical thinking) has over 50 pages of classroom exercises. Which exercise was it that you found particularly helpful, as described below? Beth Benoit Granite State College Plymouth State University New Hampshire On Tue, Aug 11, 2009 at 6:40 PM, Bourgeois, Dr. Martin wrote: > > There's a good exercise on this in the instructor's manual that comes with > the Myers intro text; it was compiled by Martin Bolt. I've used it a bunch > of times, and it works great! > -- > *From:* Don Allen [dal...@langara.bc.ca] > *Sent:* Tuesday, August 11, 2009 6:37 PM > *To:* Teaching in the Psychological Sciences (TIPS) > *Subject:* Re: [tips] question > >I didn't post the original, but from memory here are a few of the ones > that I used at the start of each semester: > > Santa Claus lives at the North Pole > > People need oxygen to live > > 2 + 2 = 4 > > There is life after death > > The moon is made of green cheese > > Money buys happiness > > I would then ask the students to identify any statements that they knew to > be true or knew to be false. I used this to lead into a discussion of how we > "know" something to be true/false. > > Hope that helps. > > -Don. > > - Original Message - > From: "Joel S. Freund" > Date: Tuesday, August 11, 2009 1:14 pm > Subject: [tips] question > To: "Teaching in the Psychological Sciences (TIPS)" > > > Some time ago a TIPSTER posted a list of statements that he put > > on the blacboard > > at the start of a Methods class. The statements were facts or > > beliefs, and > > represented different ways of knowing. (The only one I remember > > is "God exits." > > I would like to modify and use that list in my class this > > semester, but Ican not > > find where I filed it. If any of you have it or know a source, I > > would > > appreciate a copy. > > > > Thank you, > > > > > > Joel > > > > > > > > > > Joel S. Freund 216 Memorial Hall > > Department of Psychology > > Fayetteville, AR 72701-1201 > > > > Phone: (479) 575-4256 > > FAX: (479) 575-3219 > > E-MAIL: jsfre...@uark.edu > > > > > > "The most exciting phrase to hear in science, the one that > > heralds new discoveries, is not Eureka! > > (I found it!), but rather, "hmmm that's funny" Isaac Asimov > > > > "I do not feel obligated to believe that the same God who has > > endowed us with sense, reasons, and > > intellect has intended us to forgo their use." Galileo Galilei > > > > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly (bsouthe...@frostburg.edu) > > > > Don Allen > Dept. of Psychology > Langara College > 100 W. 49th Ave. > Vancouver, B.C. > Canada V5Y 2Z6 > Phone: 604-323-5871 > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Re: [tips] word confusions
Oftentimes when "often" workspreventative instead of preventive can not instead of cannot tedious phrases like: --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] trying to reach Dap Louw
Sorry to post this on TIPS, but it does spring from an earlier message I posted on TIPS about what to do with extra texts and teaching materials. I received the following message from Dap, but when I replied, my message was returned. Dap, can you let me know a working email address? Beth Benoit The email address Dap used was Wendy Lake to beth.ben...@gmail.com date Sat, May 30, 2009 at 10:39 AM subject To Beth: from South Africa Hi Beth Concerning your email on books, etc you want to give away: After the first free and demographic elections in South Africa in 1994, the so-called black and white universities were integrated. In reality, however, the facilities of historically black universities are still vey much inferior. This is especially true as far as libraries are concerned. (You could contact Dave Myers who have visited me in SA and knows the situation pretty well). We are therefore definitely interested in making use of your wonderful offer. I specifically have our QwaQwa campus in mind. It is one of our satellite campuses (historically black) and located in one of the most impoverished areas in SA. We are definitely also interested in the transparencies and test item files. And books of all psychology areas are welcome. What is the next step? We don't want to put you through any trouble, nor do we want you to pay for anything, of course. How may books (approximately) are we talking about. If it is too many/expensive we would at this stage prefer the transparencies and test item files as this would be of more than just a great help for both the students and lecturers. I look forward to hearing from you. Best regards. Dap Louw --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] weirdness
Welcome back, Scott! Would Amy Wolfe's rather unusual relationship be able to be so easily classified as a paraphilia? People who have paraphilias, such as shoe fetishes, don't have *relationships* with the shoes. They don't want to * marry* them. I suppose we could consider comorbidity and look at the unusual relationship as a separate disorder... (Sorry about the DSM mistake. I should have remembered that we're now at DSM-IV-TR - not V yet!) Beth Benoit On Mon, Aug 10, 2009 at 10:10 PM, Lilienfeld, Scott O wrote: > > Hi All - Back on TIPS from a long hiatus (but have been lurking for a few > weeks.)Objectum sexuality would be classified as a "Paraphilia Not > Otherwise Specified" (Code 302.9) in DSM-IV, along with with necrophilia, > telephone scatologia, zoophilia, and other paraphilias you don't want to > know about (trust me on this one). P.S. DSM-V is not due out until 2012 > (but who knows when it will actually appear). > > Does this posting earn me the TIPSTER of the week (only kidding...I > hope)? . ....Scott > > -- > *From:* Beth Benoit [beth.ben...@gmail.com] > *Sent:* Monday, August 10, 2009 7:26 PM > *To:* Teaching in the Psychological Sciences (TIPS) > *Subject:* Re: [tips] weirdness > >Since I teach a course in Human Sexuality, I did a little follow-up > search on this story, and found this story which includes a documentary > about this young woman. http://www.digitaljournal.com/article/277168 > > "Objectum sexuality" is not unheard of apparently, but I don't see it in > the DSM-IV (I don't have V yet - does anyone who has V see it there?), nor > in my textbook on Human Sexuality. It seems to have some of the > characteristics of fetishism, but doesn't fit comfortably in that definition > either. > > <http://www.digitaljournal.com/article/277168>Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > On Mon, Aug 10, 2009 at 11:35 AM, DeVolder Carol L > wrote: > >> If you thought anime-love was weird, check this out... >> >> >> >> http://www.telegraph.co.uk/news/newstopics/howaboutthat/5972632/Woman-getting-married-to-fairground-ride.html >> >> or >> >> http://tinyurl.com/l3858w >> >> >> >> >> >> Carol L. DeVolder, Ph.D. >> Professor of Psychology >> Chair, Department of Psychology >> St. Ambrose University >> 518 West Locust Street >> Davenport, Iowa 52803 >> >> Phone: 563-333-6482 >> e-mail: devoldercar...@sau.edu >> web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm >> >> The contents of this message are confidential and may not be shared with >> anyone without permission of the sender. >> >> >> --- >> To make changes to your subscription contact: >> >> Bill Southerly (bsouthe...@frostburg.edu) >> > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > -- > This e-mail message (including any attachments) is for the sole use of > the intended recipient(s) and may contain confidential and privileged > information. If the reader of this message is not the intended > recipient, you are hereby notified that any dissemination, distribution > or copying of this message (including any attachments) is strictly > prohibited. > > If you have received this message in error, please contact > the sender by reply e-mail message and destroy all copies of the > original message (including attachments). > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] weirdness
Since I teach a course in Human Sexuality, I did a little follow-up search on this story, and found this story which includes a documentary about this young woman. http://www.digitaljournal.com/article/277168 "Objectum sexuality" is not unheard of apparently, but I don't see it in the DSM-IV (I don't have V yet - does anyone who has V see it there?), nor in my textbook on Human Sexuality. It seems to have some of the characteristics of fetishism, but doesn't fit comfortably in that definition either. <http://www.digitaljournal.com/article/277168>Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Aug 10, 2009 at 11:35 AM, DeVolder Carol L wrote: > If you thought anime-love was weird, check this out... > > > > http://www.telegraph.co.uk/news/newstopics/howaboutthat/5972632/Woman-getting-married-to-fairground-ride.html > > or > > http://tinyurl.com/l3858w > > > > > > Carol L. DeVolder, Ph.D. > Professor of Psychology > Chair, Department of Psychology > St. Ambrose University > 518 West Locust Street > Davenport, Iowa 52803 > > Phone: 563-333-6482 > e-mail: devoldercar...@sau.edu > web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm > > The contents of this message are confidential and may not be shared with > anyone without permission of the sender. > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] word confusions
Many students *flout* the rules for correct word usage.But when their grades suffer because of it, they don't *flaunt* their poor grades. Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Aug 10, 2009 at 2:33 PM, Serafin, John < john.sera...@email.stvincent.edu> wrote: > Flout vs. Flaunt. > > One of my English Dept colleagues caught me on this one in a committee > report that I had drafted. > > I'll leave it to Tipsters to see if they can provide correct examples of > the usage of these words before I give that English Prof's examples. > > John > -- > John Serafin > Psychology Department > Saint Vincent College > Latrobe, PA 15650 > john.sera...@email.stvincent.edu > > > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] new thread: music and culture
John Kulig had some interesting thoughts about the universality of music: >It is true that some European music is refined (WESTERN europe? sorry sorry lol). But like language, the differences are tied mostly to social class. An alien to this planet would notice that harmonies are appreciated similarly in all peoples (I would love to see exceptions ...) .. such that a "third" interval and a "fifth" are perceived as correct and peaceful, a 7th creates a sense of tension, minor keys (C, Eflat, G) create melancholy, and the 3/4 and 4/4 tempos fit with human movement and the time it takes to, say, execute a small jump into the air and return, or, beat a drum. Try beating a drum outside the range of tempos used in classical music - hard to do. Look at all the classical music rooted in folk & tribal themes - Rimsky Korsakov's incorporating melodies from the Causasian Mts, Dvorak's inclusion of what he believed were American "indian" tribal music (they were African American actually ..), Copeland's & Piston's reliance on American folk, etc etc etc. These are not isolated intrusions into music imo, but variations on a basic musical form that make classical music "human."< Although I play several musical instruments (most of them poorly), I'm hardly a music theory expert, but TIPSters might find this interesting: a recent PBS special entitled "Music Instinct" pointed out that while most westerners do indeed feel that the octave (eight-note interval) seems "right" and that playing a minor key seems to connote sadness, as well as other variations with which we're familiar such as the major chord, there are indeed some cultures where these ways of playing and singing music do not hold true. Examples given are from Tibet, Lebanon and other countries, and Bobby McFerrin (who happily [!] is much more musically capable than just "Don't Worry, Be Happy") guides the musical exploration, with input from a host of music and science experts (Yo Yo Ma, Daniel Barenboim, Evelyn Glennie, Brian Greene, and many more). If you're interested, here's a link to the video from that section, and if you missed the rest of the show, it's all available at that site: http://www.pbs.org/wnet/musicinstinct/video/performance/world-music-improvisation/25/ Beth Benoit Granite State College Plymouth State University --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] sad statistics, but are they true?
In keeping with our recent discussions about statistics (and my current reading of Joel Best's second book about statistics), here's a Bill O'Reilly "Oh, Really?" story that seems suspiciously uninformed, undocumented and questionable: http://www.ynetnews.com/articles/0,7340,L-3756038,00.html Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] A New DSM Category?
I wonder about that, Ken. I think both *hikkomori *and *taijin kyofusho *involve social withdrawal, with symptoms more like what we would term agoraphobia. The account of Nisan, Toru and Ken (not Ken Steele!) sounds more like an inability to maintain or to seek a social/romantic/intimate relationship, with fetishism in their sexual predilections rather than any kind of phobia. These guys both have other relatively social interactions such as jobs and participating in panel discussions. But even more disturbing is that the typical fetishes in this disorder are 10-12 year-old prepubescent girls (even though they're cartoons), despite the assertion by at least one of the people interviewed that he doesn't view child pornography. Beth Benoit Granite State College Plymouth State University New Hampshire On Fri, Jul 24, 2009 at 10:16 AM, Ken Steele wrote: > Mike Palij wrote: > >> An interesting if disturbing article in the NY Times on certain >> Japanese social trends, entitled "Love in 2-D". See: >> >> >> http://www.nytimes.com/2009/07/26/magazine/26FOB-2DLove-t.html?ref=world&pagewanted=all >> >> Perhaps a topic for legitimate multucultural discussion. >> >> -Mike Palij >> New York University >> m...@nyu.edu >> >> > 2-D love seems similar to the cases of "hikkomori," the withdrawal from > social interaction. > > > > --- > Kenneth M. Steele, Ph.D. steel...@appstate.edu > Professor > Department of Psychology http://www.psych.appstate.edu > Appalachian State University > Boone, NC 28608 > USA > --- > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Sue Frantz' blog
I've been following our own Sue Frantz' blog off and on for a while, and am now starting to do more "on" because she offers so much. I suspect she's not one to toot her own horn, so let me recommend a look. I've alerted our online gurus at the college where I teach online courses, because she offers a lot in that area. What first got my attention was her review of Classroom Presenter. http://sfrantz.wordpress.com/ Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] more on Phineas Gage
Today's Boston Globe has a story about Phineas Gage and the newly discovered photo purportedly of Phineas. (Chris Green sent a link to the photo a few days ago.) The story offers little, if anything, new, except information on a closer examination of the photo and comparison with the skull that's housed at Harvard. (It seems that the instrument clutched by the man reads in part, "This is the bar that was show through the head of Mr. Phineas P. Gage.") http://www.boston.com/news/local/massachusetts/articles/2009/07/22/newly_discovered_image_offers_fresh_insights_about_1848_medical_miracle/ Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] teaching in Wisconsin
A friend of mine is considering teaching at the college level in Wisconsin as a post-retirement career (he has an M.D. degree), but for some reason thinks Wisconsin requires education courses to do so. Any TIPSters in Wisconsin who can clarify? Thanks, Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Brain Death!
Don't know if this is what we discussed, but I found this, as well as two great-looking step-by-step videos: http://javimoya.com/blog/youtube_en.php <http://javimoya.com/blog/youtube_en.php>And, I'm only giving you a google result. Here's how to embed it - shown in a video: http://www.youtube.com/watch?v=4yzUxNbi1h4 <http://www.youtube.com/watch?v=4yzUxNbi1h4>Here's how to embed it offline: http://www.youtube.com/watch?v=Zwqyg5uNClY <http://www.youtube.com/watch?v=Zwqyg5uNClY>I'm going to watch those myself because I don't know how to do it! Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Jun 25, 2009 at 5:21 PM, wrote: > I am brain dead again today. > > I have been using a website for downloading youtube videos to mp3s for a > very long time but have not done so in about 2 months and for the life of me > cannot remember the name of the website. Now I wanted to download a video to > put into a powerpoint and can't remember the website name. > > I believe we discussed this process for embedding youtubes into ppt slides > on this list in the past so I am hoping someone on the list can jog my > memory. > > And, how do we know if we are in the early stages of Alzheimers? DRAT! I > hate when this happens. > > Annette > > Annette Kujawski Taylor, Ph.D. > Professor of Psychology > University of San Diego > 5998 Alcala Park > San Diego, CA 92110 > 619-260-4006 > tay...@sandiego.edu > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Gigerenzer aler: an exercise
(From Stephen Black) Subject header: Gigerenzer aler: an exercise We have a winner! Frank LoSchiavo wrote (privately to me, but with his permission): > For every patient correctly identified as having Alzheimer's, approx > 11.5 will be incorrectly identified as having Alzheimer's. Sounds like > a high false positive rate. I prefer this version to the ones provided by Marc Carter and Claudia Stanny because it better fulfills one of Gigerenzer's principles, that the statistic should be presented in its most easily understandable form. And realizing that for every person who correctly assesses him/herself as having Alzheimer's, the probability is that 11 others will determine they have Alzheimer's when they don't is pretty readily grasped. Some of us of a certain age are always wondering whether this is the start of it (usually when we can't remember a name). If this 5-minute self-assessment test becomes popular, it could lead to mass panic (I didn't do so well on it myself). Honourable mention: Chris Green. And here's your prize, Frank. Today is June 11th, 2009, and you're in Ohio. Stephen. - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada Subscribe to discussion list (TIPS) for the teaching of psychology at http://flightline.highline.edu/sfrantz/tips/ --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] What does plagiarism look like?
Here it is: http://chronicle.com/news/article/6568/president-of-alabamas-jacksonville-state-u-cant-shake-plagiarism-charges <http://chronicle.com/news/article/6568/president-of-alabamas-jacksonville-state-u-cant-shake-plagiarism-charges>Beth Benoit On Thu, Jun 11, 2009 at 10:20 AM, wrote: > On 11 Jun 2009 at 8:20, Christopher D. Green wrote: > > > > sbl...@ubishops.ca wrote: > > > > Following an item on this in the Chronicle of Higher Education > > (6/3/2009), I was led to the following sites: > > > > http://sites.google.com/site/whatplagiarismlookslike/Home > > (great graphic, BTW) > > and > > http://mleddy.blogspot.com/2009/06/what-plagiarism-looks-like.html > > > > Does anyone have a link to the original story here? > > Dang! If Chris means the _Chronicle_ story I started with, I found I > couldn't get back to it myself by searching at the site. Uh-oh, I said (I > talk to myself, sometimes). Don't tell me they've pulled it already. And > me without a hard copy (has happened before, too). > > Fortunately, my history file led me back to it. It's a short piece. I > can't give you the url because it won't work as it's a restricted site, > and you or your university have to pay $$$ to get access. But here's the > complete reference. Maybe I just did a lousy search. > > The Chronicle of Higher Education News Blog > Higher Education news from around the web > June 2, 2009 > President of Alabama's Jacksonville State U. Can't Shake Plagiarism > Charges > > Stephen > > - > Stephen L. Black, Ph.D. > Professor of Psychology, Emeritus > Bishop's University e-mail: sbl...@ubishops.ca > 2600 College St. > Sherbrooke QC J1M 1Z7 > Canada > > Subscribe to discussion list (TIPS) for the teaching of > psychology at http://flightline.highline.edu/sfrantz/tips/ > --- > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] near death experiences...
Mike,Indeed, there wasn't anything in that article about actual NDE. I was just projecting. Beth Benoit On Wed, Jun 10, 2009 at 7:54 PM, Michael Smith wrote: > Beth, > > I didn't see anything about NDEs in the article, unless I am missing > something. I'm assuming you mean events such as the tunnel and the lights > etc > > --Mike > > On Wed, Jun 10, 2009 at 1:23 PM, Beth Benoit wrote: > >> ...may be able to change your life, for at least a while. I found this >> to be a well-written, thought-provoking article. While it's purely opinion, >> I'm going to use it in my Human Development class as a stepstone to >> discussing how/whether a particular life experience is likely to change a >> person. It was in the New York Times: >> >> http://happydays.blogs.nytimes.com/2009/06/02/reprieve/?ex=1259726400&en=f166259d2140f778&ei=5087&WT.mc_id=OP-D-I-NYT-MOD-MOD-M100-ROS-0609-L1&WT.mc_ev=click >> >> That said, I want to clearly state that the supposed spiritual side of >> NDE's seems like nonsense to me, and I much prefer the neurological >> explanations. But if it works for you, that's fine with me. >> >> Beth Benoit >> Granite State College >> Plymouth State University >> New Hampshire >> >> --- >> To make changes to your subscription contact: >> >> Bill Southerly (bsouthe...@frostburg.edu) >> >> > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] near death experiences...
...may be able to change your life, for at least a while. I found this to be a well-written, thought-provoking article. While it's purely opinion, I'm going to use it in my Human Development class as a stepstone to discussing how/whether a particular life experience is likely to change a person. It was in the New York Times: http://happydays.blogs.nytimes.com/2009/06/02/reprieve/?ex=1259726400&en=f166259d2140f778&ei=5087&WT.mc_id=OP-D-I-NYT-MOD-MOD-M100-ROS-0609-L1&WT.mc_ev=click That said, I want to clearly state that the supposed spiritual side of NDE's seems like nonsense to me, and I much prefer the neurological explanations. But if it works for you, that's fine with me. Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] New cheating technique: the corrupted file.
Thanks so much, Leah! That's the kind of wonderful help TIPSters are always offering!I'm definitely saving your instructions. Beth Benoit Granite State College Plymouth State University New Hampshire On Fri, Jun 5, 2009 at 9:04 AM, Leah Adams-Curtis wrote: > > There is a way to check Word files to determine their creation and last > edit date. In Word 2007, go to the home button and choose prepare, then > choose properties, then choose advanced properties at the drop down menu, > then click on statistics, you will see both the creation and the last edit > date. > > > > In Word 2003 choose File, properties, and then choose statistics. Again > you will see the creation and edit dates. Unfortunately, we have caught > several late assignments at our institution using this method. We always > clearly tell students to NOT open or save the document that they claim has > been completed on time. > > > > Leah > > > > > > Leah E. Adams-Curtis, Ph.D. > > Associate Dean, Social Sciences > > Illinois Central College > > 1 College Drive > > East Peoria IL 61635 > > 309-694-5331 > > > > > > > > *From:* roig-rear...@comcast.net [mailto:roig-rear...@comcast.net] > *Sent:* Friday, June 05, 2009 7:21 AM > *To:* Teaching in the Psychological Sciences (TIPS) > *Subject:* [tips] New cheating technique: the corrupted file. > > > > > > Former tipster, Michael Renner (now provost at Drake U.) sent me this. > > > > Absolutely ingenious!! > > > > *The New Student Excuse? * > > Most of us have had the experience of receiving e-mail with an attachment, > trying to open the attachment, and finding a corrupted file that won't open. > That concept is at the root of a new Web site advertising itself (perhaps > serious only in part) as the new way for students to get extra time to > finish their assignments. > > http://www.insidehighered.com/news/2009/06/05/corrupted > > > > --- > > To make changes to your subscription contact: > > > Bill Southerly (bsouthe...@frostburg.edu) > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] extra textbooks etc.
Many thanks to Annette Taylor, Dave Myers, and Bill Scott for helpful information about where to send those extra desk copies, IRMs, transparencies, etc. I am sending 6 big boxes (if my husband can lift them and take them to the Post Office) to the places they recommended. Here's the info they sent: 1. For anything that can be used for teachers (must arrive by June 16th), send to the APA reading in Kansas City: Kansas City Convention Center Ken Keith—Psychology Office 2502A 301 West 13th St., Suite 100 Kansas City, MO 64105 2. For psychology texts (I think this should not include IRMs and other teacher-related information) send here, but it should be within the next week or so: Theological Book Network 3529 Patterson Ave. SE Grand Rapids MI 49512 3. For psychology texts (but not teacher-related books) as well as other books like novels (here's a website for guidelines: https://www.booksforafrica.org/books-computers/donate-books.html here's the address: Books For Africa Warehouse-Atlanta 2971 Olympic Industrial Drive SE, Suite C Smyrna, GA 30080 USA Thanks, TIPSters! You rock! And I'm happy to clear my shelves. Beth Benoit --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Truman Show delusion
Interesting article in this month's Monitor online about what might be "a culturally based manifestation of psychotic thinking: the belief that one is the star of a reality TV show. Some people particularly identify with the protagonist in the 1998 film "The Truman Show," in which Truman Burbank, played by Jim Carrey, discovers his entire life has been fabricated by the media and he is the unwitting center of a reality TV show." http://www.apa.org/monitor/2009/06/delusion.html Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
